129 - Anatomy Beyond the Body: History, Art, and Narrative

Poster Board Number: 129
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Kristen Plat, PhD - Associate Professor of Anatomy, Neuroscience, University of Kentucky; Katie Salmeron, PhD - Assistant Professor of Anatomy, Neuroscience, University of Kentucky

Abstract Body : Introduction

The study of human anatomy lends itself to personal exploration far beyond the structure of the body, and teaching through lenses with historical, visual art or narrative approaches can lead to student growth that immeasurably surpasses content recall. There is a paucity of literature reporting outcomes related to student creativity in the anatomy discipline, though this field is inherently visual. Here we explore this creative potential with three different classroom interventions for university and medical professional students.

Methods

Three quality improvement interventions were implemented at the University of Kentucky (UK) to determine the impact of visualization of art and narrative medicine supplements on student perspectives in anatomy. The innovations were 1) an undergraduate art portfolio showcase featuring student creations to emphasize the anatomy and personal connection to the material 2) a study abroad medical elective focusing on the representation of the human form in historical artworks, and 3) an integrated narrative medicine approach to discussing anatomy as it relates to sensitive topics of bias in healthcare in a second-year medical course.

Results

Analyses of student course evaluations support that the incorporation of the visual arts in both university and medical anatomy curricula is well received and may enhance the student experience. 1) When asked if the art portfolio should remain in the undergraduate anatomy course, 75% of students responded “yes.” 2) Medical students self-report that viewing of renaissance sculpture and historical anatomic waxes informs future patient interactions, and offers a unique opportunity to visualize disease states that are rare to see in modern clinics. 3) Students report that the integrated sessions helped them engage with the course materials (3.1/4.0) and interact with others (3.2/4.0) to facilitate understanding, integration, and application to practice.

Conclusion

The topic of art and anatomy aligns with the theme of visualization in anatomy in a nuanced way, as it allows for expanded discussions on our shared humanity. Incorporating opportunities for artistic expression leads to more authentic discussions in the classroom, and creates occasions to cultivate an inclusive and engaged community. Future studies should empirically quantify the impact of visual experiences on student empathy, patient-provider relationships, and long term holistic personal growth.

Significance

This work demonstrates the importance of promoting multiple facets of student learning apart from content recall. As many anatomy educators are at an inflection point in their teaching journey in a post-COVID, detached classroom environment, it is an opportune time to consider teaching anatomy beyond the body.