Presented By: Neoreet Braha, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Kayra Cengiz, Boston University Chobanian & Avedisian School of Medicine
Nancy Donohoo, Boston University Chobanian & Avedisian School of Medicine
Emma Schmidt, Boston University College of Fine Arts
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine
Crystal Zhu, Boston University Chobanian & Avedisian School of Medicine

Purpose 
Illustrating medical concepts is an important way physicians convey information to patients. Enhancing physician drawings, guided by a previously published instructional video outlining optimal artistic techniques for explaining concepts, has the potential of enhancing patient comprehension. In this study, drawings created by physicians before and after viewing the instructional video were evaluated by individuals with a background in art and architecture, utilizing a previously validated rubric. 

Methods 
We collaborated with five individuals holding art and architecture degrees to evaluate physicians' drawings of medical concepts before and after viewing the instructional video. An established aesthetic score rubric, comprising six categories--Layout, Visual Clarity, Color, Sequence/Directionality, Hierarchy, and Style--was employed for this assessment. The drawings were presented in a random order for each rater. Statistical analyses were conducted to quantify the differences in ratings assigned to drawings before and after exposure to the instructional video. 

Results 
The findings from this study show a statistically significant difference in the mean aesthetic ratings of physician drawings before and after viewing the instructional video (t(3) = -7.22, p = 0.005). Notably, the drawings created post-instructional video demonstrated a higher mean aesthetic score compared to drawings created pre-instructional video. These results suggest that utilizing the instructional video to provide physicians with guidance on optimal artistic techniques for conveying medical concepts through drawings improves the quality of physicians' drawings and could potentially enhance patient comprehension of medical information. 

Conclusion 
Our findings suggest that the instructional video assessed in this study effectively enhances physicians' drawing skills and improves the overall quality of their illustrations. The administration of this instructional video has demonstrated a tangible improvement in physicians' ability to depict medical concepts, pointing towards its potential to enhance the health literacy of patients through clearer visual communication.