Mark Backhouse, Mike Fitzpatrick, - PowerPoint Presentation

Slide1

Mark Backhouse, Mike Fitzpatrick, Jos Selwyn-Gotha, Rachael Allen and Iain Keenan

The future “order” of anatomy educationOBSERVE-REFLECT-DRAW-EDIT-REPEAT

iain.keenan@newcastle.ac.uk

@dr_keenan #NCLLT

Slide2

ORDER: TRY it yourself!O

RDER:Step1OBSERVE

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First rib

Body of

s

ternum

Costal

cartilage

Manubrium

o

f sternum

Xiphoid

process

Study anatomy by critical observation

Observation and

reflection

Slide3

Image removed- Screen blankedORD

ER:Step3draw

ORDER:Step2

reflectiain.keenan@newcastle.ac.uk @dr_keenan #NCLLT

Reflect on observed anatomyAbstract conceptualisation

Observation and reflection

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All medical, dental and biomedical (n~700 new students per year) at Newcastle learn anatomyMethods often used based on historical, financial, personal

preferencesLectures and dissecting room practicals. Variety of methods.Dissection, prosection of cadaveric materialPlastic models, clinical images, body painting

Anatomy education

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Slide5

What?DrawingModelling Body painting Performing arts

Why?History and traditionInstinctively valuableAnecdotally enjoyableIntroduces variety - engagingArtistic background of studentsCurrent approaches to art in anatomy

Some drawings courtesy of O. Mahoney (stage 1 MBBS)

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Slide6

RationaleRelatively low costs

Application to multiple disciplinesDrawing can fulfil components of experiential learning[1] EvidenceVariety 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] Artistic methods: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).

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Slide7

28% have previous art qualifications (GCSEs, A-levels)18% draw in their spare time

56% draw when studying or revising anatomyArtistic interests of Newcastle medical students

n=88

iain.keenan@newcastle.ac.uk @dr_keenan #NCLLT% of students with background or interest in art and drawing

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52% of Newcastle medical students prefer to study anatomy visually

n=177*Stage 1 MBBS“Which method do you normally prefer to use in order to learn anatomy?”

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96% would prefer some drawing in anatomy sessions“In practical dissecting room anatomy sessions I would

prefer…”n=150

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1. Student partnersMetacognition – thinking about learningResearch experience opportunitiesSkills - Critical thinking, independence, teamworkProject framework and measurable outcomes

2. Artistic learning methodsRange of abilities, confidence, engagementArt as a learning processCross-discipline peer-peer learning Range of techniques: personalise, variety

3. Evidence-based approachLimited evidence to support artistic methods Limitations of student

perceptionsObjective measures of what worksPerceptions can identify how/whyPROBLEM SOLVING: “The future”Artistic learning methodsStudent partners Evidencebasedapproach

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Enhanced learning, skill development, experience

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OBSERVE-REFLECT-DRAW–EDIT-REPEAT

Based on experiential Learning Cycle: Kolb (1984)

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@dr_keenan #NCLLTORDER cycleStudent-designed (Mark Backhouse)

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INTERVENTION:

ORDER ThoraxCONTROL: “Traditional” AbdomenEVIDENCE BASED APPROACH

cross-over RCT – March 2014

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1. Pre-test

2. Warm up drawings

3. ORDER

4. Repeat x55. Summary drawing6. Post-test and feedback

n=155One hour session - 6 groups of 10 studentsEach with one anatomy demonstrator and art student

Student-led (Mike Fitzpatrick)

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Results – Quantitative

30% of all students showed greater improvement in test score with ORDER compared to “normal” methods1 in 3

students could benefit from introduction of ORDER into curricula

Equivalent of 230 Newcastle anatomy students per year 79% of students showed some improvement using ORDER (87% with normal)n=155

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Slide14

Results – perceptions of ORDER71% enjoyed the ORDER session 81% perceived that ORDER had improved their knowledge of surface anatomy of the thorax (79% did)

60% would recommend repeating the same session63% would recommend ORDER to future medical students

n=173

% of students who strongly agree or agree with each statementiain.keenan@newcastle.ac.uk @

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Slide15

87% would use order in future anatomy sessions

n=155“In future practical dissecting room anatomy sessions I would prefer…”

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@dr_keenan #NCLLT

Slide16

Feedback comments

and potential solutions

“There wasn’t enough time for each step”

“I would prefer to see the image while drawing”“I don’t like drawing” “I would like to use ORDER as part of a larger session or as a supporting technique”Investigate alternative artistic methods

Modify ORDER process and/or develop for use in self-study

Use ORDER to complement traditional methods

“I would have liked more guidance and teaching”“Don’t use ORDER”

“Good session, but not how I prefer to learn”

“An optional drawing group would be good”

“Helped more with revising what I already knew”

Revision session/workshop

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Slide17

85% of students still using ORDER for revision (n=7)Quantitative data – delayed MCQ showed minimal effectQualitativeStudents would like online ORDER resource for self studyORDER in lectures suggested

Embryology resources requestedORDER FOCUS Group MAY 2014

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Student-led (Jos Selwyn-Gotha)

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At the end of their projects all student partners (n=3) strongly agreed/agreed they had:Student partner perceptions questionnaire

D

eveloped knowledge

of medical education researchDeveloped increased understanding of their own learningDeveloped transferable skillsDeveloped skills in designing research in medical educationFound the project valuable to their learningFound the project valuable to their personal developmentOverall found the project to be a valuable experience

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How would medical students like to use ORDER in future?

LecturesGross anatomyClinical imaging

Self-study – DrawingSelf-study - Online tutorial

Smartphone/tablet application102 of 250

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(n=106)

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ORDER in gross anatomy, clinical imagingJune 2014 evaluation, summer student partner projectsORDER in self study – e-learning

Summer student partner projectORDER and artistic modellingNICAP funded project“Draw” becomes “Do”

THE FUTURE:ORDER

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ORDER: Step4 edit

First rib

Body of

sternumCostal cartilageManubriumof sternumXiphoid process

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dr_keenan

#NCLLTDiscuss and modify drawing

Active experimentation

Slide22

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#NCLLTORDER: Step5 Repeat(more detail added)Accumulate and apply knowledge and skills

Concrete experience

Slide23

MBBS Student Partners Mark Backhouse

Mike FitzpatrickJos Selwyn-GothaAyat BashirCharankumal ThandiGokulan SuthermarajJoseph HutchinsonArt student facilitators

Kevin Christensen Jennifer Prevatt

Kathryn Brame Sofija Sutton Rachel DerbyshireArtistic collaboratorsRachael AllenDr Eleanor HolmesAnne ProcterEve LawsNewcastle Medical/Arts Interface NetworkFine Art and NICAPAnatomy and Clinical SkillsAnatomy demonstratorsDr Joanna Matthan (Senior demonstrator)Dr Lucas Arnott (FY2)Dr Tom Bradish (FY2)Dr Lynsey Rae (FY2)Dr Laura Watson (FY2)Academic staffSarah JacksonDr Debs PattenDr Roger

SearleProf Steve McHanwellTechnical staffBrian ThompsonLynsey FrenchJessica Wragg

Funding School of Medical Sciences Education Development (IDK, RA)Newcastle University Vacation Scholarship (MB)

NICAP

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acknowledgements