Artwork in anatomy education: A way to improve undergraduate students' self‐efficacy and attitude

Abstract

AbstractAnatomy is one of the leading subjects in health science, and students need a strong anatomy background in these fields. Traditional lecturer‐oriented anatomy education is based predominantly on passive learning methods. In recent years, alternative educational methods like hands‐on art and 3D atlas‐based education methods have become more popular as competitive alternatives to traditional approaches. This is a prospective, randomized, longitudinal, interventional study, and a total of 181 undergraduate students participated in this study. A comparative design was used with two groups: Artwork and Atlas. This study aims to evaluate the effectiveness of creative and artistic approaches in improving undergraduate students' attitudes and self‐efficacy toward anatomy courses. A Pearson correlation, an independent t‐test, and a paired t‐test were used to analyze the results. Both groups experienced a negative mean score on the anatomy self‐efficacy scale, suggesting an increase in anatomy self‐efficacy, and showed significant self‐efficacy improvements (p < 0.005). An independent t‐test analysis found no statistically significant difference between the Atlas group and the Artwork group on the anatomy self‐efficacy scales (pretest and posttest) and the anatomy attitudes scale (p > 0.005). Artwork‐based education and learning methods can be used as active learning methods to improve students' self‐efficacy toward anatomy. This method allows learners to employ their creative abilities in order to express their ideas visually, making complex concepts easier to comprehend. It can also help students develop practical, problem‐solving, critical thinking, and teamwork skills. It is cost‐effective and engaging since it does not need any expensive equipment.