Number
402
Name
Utilizing Art to Promote Interactive Engagement in Learning Anatomy
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Natalie Tikhomirova, MMSc, Robert Larner College of Medicine at the University of Vermont
Jenna Bourdeau, Robert Larner College of Medicine at the University of Vermont
Abigail Hielscher, PhD, Robert Larner College of Medicine at the University of Vermont
Anna Ricci, PhD, Robert Larner College of Medicine at the University of Vermont
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Anatomy is one of the most foundational, yet intimidating subjects for
medical students. The large volume of information and difficulty visualizing
three-dimensional relationships can make it challenging to approach,
especially for students encountering the material for the first time.
However, medical students often prioritize memorization over spatial
understanding and application. Addressing this discrepancy, we designed
painting-based, interactive small-group sessions as an intervention to
increase student engagement, self-efficacy, and positive regard toward
anatomy learning to enhance long-term retention. Arts-based methods offer an
innovative teaching strategy that reframes learning as active and creative
rather than passive or rote. We aimed to utilize this approach to facilitate
inclusivity and accessibility in the learning environment, with the goal of
improving anatomical knowledge through enhanced motivation and spatial understanding.
METHODS
Medical students in their first and second semesters at Larner College of
Medicine participated in an optional 1-hour workshop incorporating stepwise
painting of the brachial plexus interspersed with anatomy and clinical
correlations. Pre- and post-session labeling quizzes were administered to
assess short-term knowledge retention.
RESULTS
Paired t-tests were performed for each cohort. Quiz scores demonstrated
statistical significance in both cohorts. First-semester students (n= 16)
improved by 6.8% (p-value: 0.03) and second-semester (n=8) by 47% (p-value:
0.007). These findings suggest measurable benefits of incorporating art-based
methods in anatomy education.
CONCLUSIONS
Differences in improvement may be attributed to the timing of each session;
first-semester students were currently learning the brachial plexus upon
session completion, whereas second semester students attended six months
after completing this unit of anatomy. Limitations include small samples and
sampling bias towards students who are motivated to attend anatomy workshops.
Future directions would assess how workshops like these impact scores on
standardized tests and long-term retention.
Anatomy is one of the most foundational, yet intimidating subjects for
medical students. The large volume of information and difficulty visualizing
three-dimensional relationships can make it challenging to approach,
especially for students encountering the material for the first time.
However, medical students often prioritize memorization over spatial
understanding and application. Addressing this discrepancy, we designed
painting-based, interactive small-group sessions as an intervention to
increase student engagement, self-efficacy, and positive regard toward
anatomy learning to enhance long-term retention. Arts-based methods offer an
innovative teaching strategy that reframes learning as active and creative
rather than passive or rote. We aimed to utilize this approach to facilitate
inclusivity and accessibility in the learning environment, with the goal of
improving anatomical knowledge through enhanced motivation and spatial understanding.
METHODS
Medical students in their first and second semesters at Larner College of
Medicine participated in an optional 1-hour workshop incorporating stepwise
painting of the brachial plexus interspersed with anatomy and clinical
correlations. Pre- and post-session labeling quizzes were administered to
assess short-term knowledge retention.
RESULTS
Paired t-tests were performed for each cohort. Quiz scores demonstrated
statistical significance in both cohorts. First-semester students (n= 16)
improved by 6.8% (p-value: 0.03) and second-semester (n=8) by 47% (p-value:
0.007). These findings suggest measurable benefits of incorporating art-based
methods in anatomy education.
CONCLUSIONS
Differences in improvement may be attributed to the timing of each session;
first-semester students were currently learning the brachial plexus upon
session completion, whereas second semester students attended six months
after completing this unit of anatomy. Limitations include small samples and
sampling bias towards students who are motivated to attend anatomy workshops.
Future directions would assess how workshops like these impact scores on
standardized tests and long-term retention.
Presentation Tag(s)
Student Presentation