Background and context:
Hand-drawn images and diagrams are developed for content videos in a foundational undergraduate bioscience course, Anatomy and Physiology. These include simple outlines of anatomical structures (eg blood vessel dilation), and are scaffolded to facilitate learning of complex concepts.
Research aim/s:
To ascertain students’ perspectives on the use of hand-drawn diagrams and images within foundational bioscience studies.
Methods and approach:
This teaching method was evaluated using a descriptive survey for quantitative (Likert-scale; 1=strongly disagree to 5=strongly agree) and qualitative data. A Delphi approach utilised feedback from content experts and recent students for survey refinement. The questionnaire was administered via Qualtrics, and participation invited via Canvas (with UniSC ethics approval). Quantitative analysis included descriptive and Chi-squared tests; qualitative data were analysed using thematic analysis.
Results and findings:
Of the 95 participants, most were aged 17-30, 73% studying nursing, and 29% international students. When rating “I have created similar drawings in my own notes to the hand-drawn images and diagrams used in anatomy and physiology”, 72% of participants agreed or strongly agreed (mean=3.93; median=4). Strong agreement was provided for “The hand-drawn images and diagrams assisted my learning of anatomy and physiology concepts” (mean=4.43; median=5). A main theme from qualitative suggestions for improvements was continued use of this method.
Conclusions and implications:
This research gained insight into how students utilise these simple images to enhance learning, through this ‘low-tech’ teaching approach to scaffold difficult concepts. Students indicated that this approach their learning. Importantly, most students made similar drawings in their own notes; this is essential in ensuring digital equity, as such drawings required no access to software or resources other than the course video recordings.
Real-world impact:
Students indicated that hand-drawn images benefitted their learning, and they made similar drawings in their own notes. It is essential that low-technology teaching approaches be used to promote digital equities for all students studying challenging concepts in anatomy and physiology, including those with limited digital resources.