Comparison of illustrative handouts and self-drawing on learning outcomes from anatomy lectures

Background: Illustrative handouts and self-drawing have been shown to improve learning outcomes from lectures. The objective of this study was to compare the test scores among students taught using these two methods in anatomy lectures and to assess the students' perceptions about the same. Met...

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Autores principales:	Suresh Narayanan, Nachiket Shankar
Formato:	article
Lenguaje:	EN
Publicado:	Wolters Kluwer Medknow Publications 2021
Materias:	anatomy illustrative handouts lectures self-drawing Human anatomy QM1-695
Acceso en línea:	https://doaj.org/article/d00d4f93d9294ff2a7291e08313a3591
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spelling	oai:doaj.org-article:d00d4f93d9294ff2a7291e08313a35912021-11-12T10:25:52ZComparison of illustrative handouts and self-drawing on learning outcomes from anatomy lectures2277-40252321-278010.4103/NJCA.NJCA_38_21https://doaj.org/article/d00d4f93d9294ff2a7291e08313a35912021-01-01T00:00:00Zhttp://www.njca.info/article.asp?issn=2277-4025;year=2021;volume=10;issue=4;spage=209;epage=213;aulast=Narayananhttps://doaj.org/toc/2277-4025https://doaj.org/toc/2321-2780Background: Illustrative handouts and self-drawing have been shown to improve learning outcomes from lectures. The objective of this study was to compare the test scores among students taught using these two methods in anatomy lectures and to assess the students' perceptions about the same. Methodology: This was a quasi-experimental pre- and post test study done among 1st-year medical undergraduates to evaluate the effectiveness of illustrated handouts. For two of the lectures (Group 1 lectures), students were asked to draw along with the teacher, while for the other two lectures (Group 2 lectures), they were given illustrative handouts and were required to progressively color and label. The multiple-choice questions were administered prior to the lectures and 4 months after completion of the lectures. The paired t-test, Wilcoxon signed-rank test, and Mann–Whitney U-test were used to estimate score differences. Students' perceptions were assessed using a questionnaire. Results: There was a significant improvement in post test scores for both handout and self-drawing sessions. The score improvement was significantly higher for the handout session when compared to the self-drawing session. No significant gender differences were noted. More than 80% of the students had positive opinions about all aspects of the handouts that were assessed. Conclusion: Supplementing lectures with illustrative handouts resulted in higher knowledge retention when compared to self-drawing. Students felt that illustrated handouts facilitated their learning from lectures.Suresh NarayananNachiket ShankarWolters Kluwer Medknow Publicationsarticleanatomyillustrative handoutslecturesself-drawingHuman anatomyQM1-695ENNational Journal of Clinical Anatomy, Vol 10, Iss 4, Pp 209-213 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	anatomy illustrative handouts lectures self-drawing Human anatomy QM1-695
spellingShingle	anatomy illustrative handouts lectures self-drawing Human anatomy QM1-695 Suresh Narayanan Nachiket Shankar Comparison of illustrative handouts and self-drawing on learning outcomes from anatomy lectures
description	Background: Illustrative handouts and self-drawing have been shown to improve learning outcomes from lectures. The objective of this study was to compare the test scores among students taught using these two methods in anatomy lectures and to assess the students' perceptions about the same. Methodology: This was a quasi-experimental pre- and post test study done among 1st-year medical undergraduates to evaluate the effectiveness of illustrated handouts. For two of the lectures (Group 1 lectures), students were asked to draw along with the teacher, while for the other two lectures (Group 2 lectures), they were given illustrative handouts and were required to progressively color and label. The multiple-choice questions were administered prior to the lectures and 4 months after completion of the lectures. The paired t-test, Wilcoxon signed-rank test, and Mann–Whitney U-test were used to estimate score differences. Students' perceptions were assessed using a questionnaire. Results: There was a significant improvement in post test scores for both handout and self-drawing sessions. The score improvement was significantly higher for the handout session when compared to the self-drawing session. No significant gender differences were noted. More than 80% of the students had positive opinions about all aspects of the handouts that were assessed. Conclusion: Supplementing lectures with illustrative handouts resulted in higher knowledge retention when compared to self-drawing. Students felt that illustrated handouts facilitated their learning from lectures.
format	article
author	Suresh Narayanan Nachiket Shankar
author_facet	Suresh Narayanan Nachiket Shankar
author_sort	Suresh Narayanan
title	Comparison of illustrative handouts and self-drawing on learning outcomes from anatomy lectures
title_short	Comparison of illustrative handouts and self-drawing on learning outcomes from anatomy lectures
title_full	Comparison of illustrative handouts and self-drawing on learning outcomes from anatomy lectures
title_fullStr	Comparison of illustrative handouts and self-drawing on learning outcomes from anatomy lectures
title_full_unstemmed	Comparison of illustrative handouts and self-drawing on learning outcomes from anatomy lectures
title_sort	comparison of illustrative handouts and self-drawing on learning outcomes from anatomy lectures
publisher	Wolters Kluwer Medknow Publications
publishDate	2021
url	https://doaj.org/article/d00d4f93d9294ff2a7291e08313a3591
work_keys_str_mv	AT sureshnarayanan comparisonofillustrativehandoutsandselfdrawingonlearningoutcomesfromanatomylectures AT nachiketshankar comparisonofillustrativehandoutsandselfdrawingonlearningoutcomesfromanatomylectures
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Comparison of illustrative handouts and self-drawing on learning outcomes from anatomy lectures

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