title: Improvements in anatomy knowledge when utilizing a novel cyclical "Observe-Reflect-Draw-Edit-Repeat" learning process.
abstract: Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe-Reflect-Draw-Edit-Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER-SAP) at a United Kingdom medical school in which a cross-over trial with pre-post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER-SAP, medical student (n = 154) pre-post knowledge test scores were significantly greater (P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER-SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self-directed gross anatomy online interactive tutorial (ORDER-IT) for participating first year medical students (n = 55). Student performance was significantly greater (P < 0.001) with ORDER-IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different (P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research-led, innovative, time and cost-effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7-22. © 2016 American Association of Anatomists.
authors.affiliation: Department of Anatomy and Clinical Skills, School of Medical Education, Newcastle University, Newcastle Upon Tyne, United Kingdom.|Department of Cardiology, Southmead Hospital, North Bristol NHS Foundation Trust, Westbury-on Trym, Bristol, United Kingdom.
authors.forename: Mark
authors.initials: M
authors.lastname: Backhouse
authors.affiliation: Department of Anatomy and Clinical Skills, School of Medical Education, Newcastle University, Newcastle Upon Tyne, United Kingdom.|Department of Trauma and Orthopedic Surgery, Bristol Royal Infirmary, University Hospitals Bristol NHS Foundation Trust, Bristol, United Kingdom.
authors.forename: Michael
authors.initials: M
authors.lastname: Fitzpatrick
authors.affiliation: Department of Anatomy and Clinical Skills, School of Medical Education, Newcastle University, Newcastle Upon Tyne, United Kingdom.
authors.forename: Joseph
authors.initials: J
authors.lastname: Hutchinson
authors.affiliation: Department of Anatomy and Clinical Skills, School of Medical Education, Newcastle University, Newcastle Upon Tyne, United Kingdom.
authors.forename: Charankumal S
authors.initials: CS
authors.lastname: Thandi
authors.affiliation: Department of Anatomy and Clinical Skills, School of Medical Education, Newcastle University, Newcastle Upon Tyne, United Kingdom.
authors.forename: Iain D
authors.identifier: http://orcid.org/0000-0002-5923-1853
authors.initials: ID
authors.lastname: Keenan
mesh_terms: D000715:Anatomy / Q000193:education*; D004504:Education, Medical, Undergraduate / Q000191:economics / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D019359:Knowledge; D007858:Learning; D008488:Medical Illustration; D010465:Perception; D012577:Schools, Medical / Q000191:economics; D013337:Students, Medical; D006113:United Kingdom
keywords: E-learning; anatomical illustration; gross anatomy education; medical education; teaching of anatomy; undergraduate medical education