Purpose
Active learning strategies have become increasingly used in medical education due to improved retention of material and better application of knowledge. Embodied learning is a form of active learning that utilizes the human senses and student engagement with not only the material but with their environment, to further student’s understanding. Medicine is a practice that requires all the human senses, and medical education should reflect that learning is not solely cognitive. This study aimed to gather student perspectives on embodied learning events within the preclinical medical student curriculum at WMed.

Methods
Following two separate embodied learning events in two preclinical courses (Nervous System and Renal & Genitourinary Systems), students were given a survey focused on student perspectives on engagement and enjoyment of the event, perceived utility of the event, and whether similar events are a desired modality of learning for future courses. Survey data was collected using a 5-point Likert scale. Students were also given an opportunity to provide written feedback on the event.

Results
43 of 84 students completed the survey for the first event and 20 of 84 students for the second. Across both events, the domains rated the highest were how engaging the event was and the requirement of higher-order thinking. The two domains rated the lowest included time effectiveness of the event and whether the event improved confidence in their ability to answer questions. Students consistently rated the first event higher than the second event across most domains. The reasons for this difference are currently being evaluated.

Conclusions
Overall, students found the embodied learning events to be fun and engaging, requiring higher-order thinking skills and offering challenging questions for practice. Incorporating embodied learning into medical education practice could provide another form of active learning; however, retention of reviewed content is yet to be fully assessed.