Back to the Drawing Paper : Active Learning Approaches That Are Not All Boring

Abstract

The most traditional approach for delivering gross anatomical information today is the traditional lecture and/or laboratory cadaver dissection or prosection. The anatomy laboratory provides the most active learning approach to learning body structure and function. Some anatomical concepts, however, cannot be visualized in a dissection or prosection, one of which is the concept of the somatic and visceral nervous systems peripheral structure and pathways. The objective of this study was to evaluate the use of drawing and labeling to gain appreciation of basic nervous systems concepts. Before the scheduled learning session, students were assigned a section to read in their textbook regarding the nervous system. At the beginning of the scheduled session, students were provided a sheet of paper with 4 boxes. In box 1 they were to copy a list of neuroanatomical terms that were shown on a Power Point slide. Next, they were shown on a Power Point slide an unlabeled drawing of the spinal cord and peripheral nerves. Using the terms listed in box 1, the various parts of the drawing were identified by the instructor for the students. The students were then asked to draw/sketch the drawing in box 2. In box 3, the students were asked to again copy the terms in box 1. In box 4, the students were asked to re‐draw/sketch the drawing in box 2 and label the drawing. When drawing and labeling in box 4, students were encouraged to check their neighbors’ drawing and labeling. Following this exercise, a shortened lecture was presented regarding the gross and cellular aspects of the neuroanatomical structures. This was followed by a Turning Point quiz using pictures from the textbook and lecture, and students were asked to check their answer with neighboring peers before submitting their answer. At the end of the neuroanatomical learning sessions, a survey with three questions using a five‐point scale was given to the students for them to evaluate the value for their learning of each segment (the list and drawing, lecture, and Turning Point quiz) of this learning session. Suggestions and comments were asked for. On a scale of 1–5, the value for each learning segment was as follows: list and drawing 4.3, lecture 3.8, Turning Point quiz 4.6. The survey results, and suggestions and comments, indicate that these various approaches to learning facilitate the learning process, and they serve as an active learning and peer teaching approach that is not boring.