The Art of Anatomy: Engaging Student Creativity in Undergraduate Anatomy Courses
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| Title: | The Art of Anatomy: Engaging Student Creativity in Undergraduate Anatomy Courses |
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| Language: | English |
| Authors: | Platt, Kristen M., Salmerón, Kathleen E., Hatcher, April R. |
| Source: | HAPS Educator. Win 2021 25(3):64-74. |
| Availability: | Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Anatomy, Undergraduate Students, Creativity, Creative Activities, Portfolio Assessment, Photography, Poetry, Art Activities, COVID-19, Pandemics, School Closing, Educational Technology |
| Geographic Terms: | Kentucky |
| ISSN: | 2473-3806 |
| Abstract: | Creativity is widely accepted to be a valuable skill to hone, but it is often difficult to define and even more difficult to measure. Artistic endeavors and creativity have historically had a close relationship with the sciences. However, recent trends have largely removed creativity from scientific inquiry and education. This shift has led to a large proportion of the coursework in anatomy fields to be strictly delivered via textbook and lecture and learning only gauged through quizzes and examinations. In the current work, we examined the assigning of creative projects during two semesters of a large undergraduate anatomy course at the University of Kentucky. We describe the showcasing of these creative works in both in-person and virtual formats. Future work will explore long-term impacts on student humanitarianism and professionalism as a result of the creative assignments. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1338046 |
| Database: | ERIC |
| Abstract: | Creativity is widely accepted to be a valuable skill to hone, but it is often difficult to define and even more difficult to measure. Artistic endeavors and creativity have historically had a close relationship with the sciences. However, recent trends have largely removed creativity from scientific inquiry and education. This shift has led to a large proportion of the coursework in anatomy fields to be strictly delivered via textbook and lecture and learning only gauged through quizzes and examinations. In the current work, we examined the assigning of creative projects during two semesters of a large undergraduate anatomy course at the University of Kentucky. We describe the showcasing of these creative works in both in-person and virtual formats. Future work will explore long-term impacts on student humanitarianism and professionalism as a result of the creative assignments. |
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| ISSN: | 2473-3806 |
