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Comparing Draw-to-Learn and Traditional Lecture Methods for Knowledge Retention among Doctoral Physical Therapy Students.

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Title: Comparing Draw-to-Learn and Traditional Lecture Methods for Knowledge Retention among Doctoral Physical Therapy Students.
Authors: Davis, Lara1 ldavis39@uca.edu, Thomas, Joseph Y.2, Taylor, David1, Dominguez, Maritza1, Bolding-Koch, Jordan1, Darby, Caden1, Gray, Abby1, Herring, Autumn1, McClure, Caitlyn1
Source: HAPS Educator. Apr2026, Vol. 30 Issue 1, p24-32. 9p.
Subject Terms: *Drawing instruction, *Lecture method in teaching, *Physical therapy education, *Teaching methods, *Student satisfaction, *Memory, *Active learning, Anatomy
Abstract: Graduate level education for Doctor of Physical Therapy (DPT) students may include several types of instructional methods, including passive learning through lecture and active learning using drawings or hands-on activities. Currently, there is limited research aimed at understanding what type of instructional methods are best for student learning and retention of knowledge. The purpose of this study was to investigate the effects of a drawing-to-learn activity during a classroom lecture versus a traditional classroom lecture on student retention of knowledge, as well as student satisfaction within an anatomy course in a DPT degree curriculum. Participants were randomly assigned to either a control group, which received a traditional lecture lesson or an experimental group, which received a drawing-to-learn lesson using a drawing template. Both lessons covered internal heart anatomy, consisting of the same structures and main points. Pre-lesson and post-lesson data for both groups were collected to assess immediate short-term student retention of knowledge, participant satisfaction, and feedback about the lesson. Both groups demonstrated significant (p < 0.05) gains in retention of knowledge. Between-group differences in gains in retention of knowledge were not statistically significant (p > 0.05). However, the experimental group reported greater satisfaction than the control group (p < 0.05). Thematic analysis of the qualitative data revealed three themes: Organization & Pace, Engagement & Interactivity, and Clarity & Reinforcement. Incorporation of drawing into lessons led to greater student satisfaction and similar learning outcomes when compared to traditional teaching methods. [ABSTRACT FROM AUTHOR]
Copyright of HAPS Educator is the property of Human Anatomy & Physiology Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Comparing Draw-to-Learn and Traditional Lecture Methods for Knowledge Retention among Doctoral Physical Therapy Students.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22HAPS+Educator%22&quot;&gt;HAPS Educator&lt;/searchLink&gt;. Apr2026, Vol. 30 Issue 1, p24-32. 9p.
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  Data: Graduate level education for Doctor of Physical Therapy (DPT) students may include several types of instructional methods, including passive learning through lecture and active learning using drawings or hands-on activities. Currently, there is limited research aimed at understanding what type of instructional methods are best for student learning and retention of knowledge. The purpose of this study was to investigate the effects of a drawing-to-learn activity during a classroom lecture versus a traditional classroom lecture on student retention of knowledge, as well as student satisfaction within an anatomy course in a DPT degree curriculum. Participants were randomly assigned to either a control group, which received a traditional lecture lesson or an experimental group, which received a drawing-to-learn lesson using a drawing template. Both lessons covered internal heart anatomy, consisting of the same structures and main points. Pre-lesson and post-lesson data for both groups were collected to assess immediate short-term student retention of knowledge, participant satisfaction, and feedback about the lesson. Both groups demonstrated significant (p &lt; 0.05) gains in retention of knowledge. Between-group differences in gains in retention of knowledge were not statistically significant (p &gt; 0.05). However, the experimental group reported greater satisfaction than the control group (p &lt; 0.05). Thematic analysis of the qualitative data revealed three themes: Organization &amp; Pace, Engagement &amp; Interactivity, and Clarity &amp; Reinforcement. Incorporation of drawing into lessons led to greater student satisfaction and similar learning outcomes when compared to traditional teaching methods. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of HAPS Educator is the property of Human Anatomy &amp; Physiology Society and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194275523
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        Value: 10.21692/haps.2026.003
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        Text: English
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        Type: general
      – SubjectFull: Lecture method in teaching
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      – SubjectFull: Physical therapy education
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      – SubjectFull: Active learning
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              Text: Apr2026
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