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Enhancing Anatomy Learning through Drawing: A Comparative Study of Instructional Methods in Anatomy and Physiology.

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Title: Enhancing Anatomy Learning through Drawing: A Comparative Study of Instructional Methods in Anatomy and Physiology.
Authors: Weiss, Valerie1, Kinley, Vanessa1, Sillevis, Rob1 rsillevis@fgcu.edu
Source: HAPS Educator. Apr2026, Vol. 30 Issue 1, p33-44. 12p.
Subject Terms: *Drawing instruction, *Teaching methods, *Student engagement, *Learning, *Physiology education, *Mixed methods research, Human anatomy, Space perception
Abstract: Traditional lecture-based instruction in undergraduate anatomy and physiology (A&P) courses often emphasizes memorization over conceptual understanding, which can hinder student engagement and retention. This quasiexperimental mixed-method study explored the impact of guided drawing as a learning tool during the digestive system unit in a Human A&P II course at a regional University in southwest Florida. Ninety-one students were divided into two groups: a drawing group (n = 45) and a lecture-only group (n = 46). The drawing group participated in structured visual activities designed to enhance spatial reasoning and comprehension. Quantitative data from two quizzes and final course grades showed no statistically significant differences in performance between groups based on Kruskal-Wallis and Mann-Whitney U tests. However, 88% of students in the drawing group reported improved understanding, and 70% noted increased engagement. A strong positive correlation emerged between perceived learning benefit and perceived academic performance (r = 0.811, p < 0.001), even though this was not reflected in course grades. Thematic analysis of qualitative feedback highlighted guided drawing's role in improving visualization, memory retention, and focus. While assessment scores did not show significant differences and academic benefit, the findings suggest that students perceive guided drawing as a valuable pedagogical strategy that supports student engagement in anatomy education. Further study is needed to assess long-term effects. [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
FullText Text:
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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, p33-44. 12p.
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  Data: Traditional lecture-based instruction in undergraduate anatomy and physiology (A&amp;P) courses often emphasizes memorization over conceptual understanding, which can hinder student engagement and retention. This quasiexperimental mixed-method study explored the impact of guided drawing as a learning tool during the digestive system unit in a Human A&amp;P II course at a regional University in southwest Florida. Ninety-one students were divided into two groups: a drawing group (n = 45) and a lecture-only group (n = 46). The drawing group participated in structured visual activities designed to enhance spatial reasoning and comprehension. Quantitative data from two quizzes and final course grades showed no statistically significant differences in performance between groups based on Kruskal-Wallis and Mann-Whitney U tests. However, 88% of students in the drawing group reported improved understanding, and 70% noted increased engagement. A strong positive correlation emerged between perceived learning benefit and perceived academic performance (r = 0.811, p &lt; 0.001), even though this was not reflected in course grades. Thematic analysis of qualitative feedback highlighted guided drawing&#39;s role in improving visualization, memory retention, and focus. While assessment scores did not show significant differences and academic benefit, the findings suggest that students perceive guided drawing as a valuable pedagogical strategy that supports student engagement in anatomy education. Further study is needed to assess long-term effects. [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=194275524
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.21692/haps.2026.004
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 33
    Subjects:
      – SubjectFull: Drawing instruction
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Physiology education
        Type: general
      – SubjectFull: Mixed methods research
        Type: general
      – SubjectFull: Human anatomy
        Type: general
      – SubjectFull: Space perception
        Type: general
    Titles:
      – TitleFull: Enhancing Anatomy Learning through Drawing: A Comparative Study of Instructional Methods in Anatomy and Physiology.
        Type: main
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          Name:
            NameFull: Weiss, Valerie
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            NameFull: Kinley, Vanessa
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            NameFull: Sillevis, Rob
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            – D: 01
              M: 04
              Text: Apr2026
              Type: published
              Y: 2026
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              Value: 30
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