iain keenan amee2014 milan
DESCRIPTION
ORDER (Observe-Reflect-Draw-Edit-Repeat): Student partner approaches to evidence-based design and evaluation of a novel cyclical artistic learning process in anatomy education.TRANSCRIPT
Mark Backhouse, Mike Fitzpatrick, Charan Thandi,
Jos Selwyn-Gotha, Rachael Allen and Iain Keenan
STUDENT PARTNER STRATEGY
FOR EVIDENCE-BASED EVALUATION OF
ARTISTIC LEARNING METHODS
IN ANATOMY
@dr_keenan #amee2014
ORDER: OBSERVE, REFLECT, DRAW, EDIT, REPEAT
1. Student partners
2. Artistic methods
3. Evidence-based
THREE KEY THEMES
Artistic
learning
methods
Student
partners
Evidence
based
approach
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
Enhanced
learning, skill
development,
experience
Student partners are closely
involved in all stages of
research design, evaluation
and data analysis.
STUDENT PARTNER SATISFACTION Student
partners
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
We identified their
satisfaction of the project
in these areas:
Knowledge gained
Research skills
Transferable skills
Support and guidance
Value of the project
All student partners
reported >80% satisfaction
STUDENT PARTNER FEEDBACK
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
Student
partners
What?
Drawing
Modelling
Body painting
Performing arts
Why?
History and tradition
Instinctively valuable
Anecdotally enjoyable
Introduces variety - engaging
Artistic background of students?
ARTISTIC METHODS:
CURRENT APPROACHES
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
Artistic
learning
methods
28% have art
qualifications
ARTISTIC BACKGROUND
OF MEDICAL STUDENTS
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
Artistic
learning
methods
n=88
18% draw for pleasure
56% draw when studying
28% draw when
studying but have no
artistic background
Only 33% have no artistic
background and do not
draw when studying
LEARNING AND DRAWING
PREFERENCES
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
n=177
“Which method do you
normally prefer to use in
order to learn anatomy?”
Artistic
learning
methods
“In practical dissecting
room anatomy sessions I
would prefer…”
n=150
52% prefer
to study
anatomy
visually
96% would
prefer some
drawing in
anatomy
STUDENT PERCEPTIONS
OF DRAWING FOR ANATOMY LEARNING
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
86% consider
drawing to be a
valuable learning
tool in anatomy
73% would
recommend
drawing anatomy
to their peers
n=177
72% would now
consider using
drawing in self-
study of anatomy 16% increase on those
who already use drawing
After an anatomy drawing session…
Only 37% of students who perceived their knowledge had improved more in
the drawing session actually achieved a greater improvement in test score
LIMITATIONS OF
STUDENT PERCEPTIONS
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
“I learned more in the drawing session than I would have in a normal anatomy session”
Evidence
based
approach
Student
partners
n=144
Rationale
Student background and learning preferences
Student perceptions of drawing
Relatively low costs
Application to multiple disciplines
Social and experiential learning [1] through art
Evidence
Variety is important for learning [2]
Visualisation is major learning approach by
medical students [3]
Drawing, critical looking and reflection can
enhance anatomy learning [4-8]
RATIONALE
AND CURRENT EVIDENCE
{1} Kolb (1984). [2] Kumar (2003). [3]
Pandey & Zimitat (2007). [4] Nayak &
Kodimajalu (2010). [5] Moore et al. (2011).
[6] Naug et al (2011). [7] Azer (2011). [8]
Lyon et al (2013).
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
Artistic
learning
methods
Evidence
based
approach
OBSERVE-REFLECT-
DRAW–EDIT-REPEAT
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n # N C L LT
Based on experiential Learning Cycle: Kolb (1984)
Artistic
learning
methods
Evidence
based
approach
Student
partners
1. Pre-test
2. Warm up drawings
3. ORDER (Repeat x5)
4. Summary drawing
5. Post-test and feedback
CROSSOVER RANDOMISED CONTROLLED TRIAL
INTERVENTION: ORDER Thorax
CONTROL: “Normal” Abdomen
EVALUATION
n=177
(80%)
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
Evidence
based
approach
Student
partners
RESULTS: QUANTITATIVE
30% of all students
showed greater
improvement in test score
with ORDER compared to
“normal” methods
1 in 3 students could
benefit from introduction
of ORDER into curricula
Equivalent of 230
Newcastle anatomy
students per year
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
Evidence
based
approach
Student
partners
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
Student
partners
n=141
Evidence
based
approach
Visual learning preference and/or artistic background are not required
IMPACT OF ARTISTIC BACKGROUND
AND LEARNING PREFERENCE
Greatest benefit appears to be
for non-artistic students
RESULTS: QUALITATIVE
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
Focus group:
85% continued to use ORDER
for revision (n=7)
Student
partners
Majority of students had
positive perceptions of ORDER
n=173 Thematic analysis:
• ORDER in self study
• Timings of the process
• Role of artists
• How to supplement ORDER
STUDENT PARTICIPANT FEEDBACK Student
partners
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
1. Student partner projects
2. ORDER design + evaluation
3. Cross-over RCT + feedback
SUMMARY: THREE KEY THEMES
Artistic
learning
methods
Student
partners
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
Enhanced
learning, skill
development,
experience
Evidence
based
approach
Student partner approaches to
development and evaluation of artistic
methods can enhance student learning
and experience in medical education
FUTURE
EVALUATIONS
Other artistic methods:
• Body painting
• Theatre and performing arts
• Music
• Creative writing and poetry
Online tutorials:
Video guides for
ORDER and
modelling
3D modelling gross anatomy:
Lower limb, heart and lungs
i a in . keen an @ newca s t le .a c . uk @ d r _ keen a n
Drawing anatomy and clinical images:
cross-sectional anatomy of lower l imb
Artistic
learning
methods
Evidence
based
approach
Student
partners
M B B S S t u den t P a r t n e r s
Mark Backhouse
Mike Fitzpatrick
Charankumal Thandi Jos Selwyn-Gotha
Gokulan Suthermaraj
Joseph Hutchinson
Ayat Bashir
Dalvir Bajwa
Carola Pergolizzi
Art student facil itators
Kevin Christensen
Jennifer Prevatt
Kathryn Brame
Sofija Sutton
Rachel Derbyshire
A r t i s t i c c o l la b or a to r s
Rachael Allen Anne Procter
Dr Eleanor Holmes Newcast le Medical/Arts Interface Network
Fine Art and NICAP
A n a to my a n d C l i n i c a l S k i l l s
Anatomy demonstrators
Dr Joanna Matthan (Senior demonstrator)
Dr Lucas Arnott (FY2)
Dr Tom Bradish (FY2)
Dr Lynsey Rae (FY2)
Dr Laura Watson (FY2)
Academic staff
Sarah Jackson
Dr Debs Patten
Dr Roger Searle
Prof Steve McHanwell
Technical staff
Brian Thompson
Lynsey French
Jessica Wragg
Fu n d in g
School of Medical Sciences Education Development (IDK, RA)
Newcastle University Vacation Scholarship (MB)
NICAP
ia in.keenan@newcast le.ac.uk
@dr_keenan #amee2014
ACKNOWLEDGEMENTS