Objective:

To determine whether learning in a preclinical medical neuroscience class could be facilitated by iterative drawing exercises.

Background:

Drawing has previously been shown as beneficial in medical student education, however was limited by feasibility of implementation.

Design/Methods:

In this study we trialed the use of simple worksheets that guided students through illustration of various concepts in neuroscience. This prework was optional and corresponded longitudinally with the medical neuroscience curriculum. This prework was optional and corresponded longitudinally with the medical neuroscience curriculum. Effectiveness was evaluated at the end of the course by an optional and anonymous survey and by cumulative exam scores.

Results:

32 students responded (response rate 26%). About 40% of respondents (13/32) at least "sometimes" completed the optional drawing prework. Of these students, 86% (11/13) agreed or strongly agreed that "the drawing prework aided my learning". Of those who did not complete the prework, 42% (8/19) plan to learn by drawing in the future while in the group of students who did the prework, 86% (11/13) plan to do this. 6 of the 13 students who did the prework stated that they had been unlikely to draw prior but are likely to draw after. Students who drew before were more likely to feel they benefited from the activity (p=.036) and were more likely to plan to draw in the future (p=.000). They were not more likely to complete prework (p=.3). Out of four exams completed throughout the course, two (exams 2 and 3) demonstrated significantly improved average scores compared to the previous year (respectively p=.002 and .02).

Conclusions:

Facilitated drawing exercises, which are simple to create and implement in a curriculum, may both subjectively and objectively be an effective way to aid student learning and encourage independent use of drawing as a tool for future learning.