In recent years, alternative uses of art within medical education have been explored and extended. We report here a method of art-based assignments in anatomy and histology, which we have incorporated into the head and neck course as a means of enlivening didactic lectures. One hundred and two first-year medical students at the Alborz University of Medical Sciences participated in a 15-week educational intervention, in which an art-based assignment method was employed. The learning module focuses on the human anatomy and histology of head and neck. In each session, after the teacher's lecture and practical work, students were given an assignment based on the topics of that session and based on the drawing. The learning outcome was evaluated twice, 1 week and 4 weeks after the course. Student's feedbacks were collected via an anonymous questionnaire at the end of the module. The data were analyzed by using the SPSS 20 software by paired and independent t-tests and the normality of data was evaluated by the Kolmogorov-Smirnov test. Most of students (90%) had rated the new format as very informative. Exam scores were significantly higher at 4 weeks tests (P ≤ 0.05) and data showed significant difference in long-term retention of knowledge. The use of this module by medical students during their head and neck course improves their confidence through drawing. Teacher's feedback provides a step-wise approach that simplifies the learning of anatomy and histology. The strategy has appeal for visual, auditory, read/write, and kinesthetic learners.
Keywords: Assignment; feedback; histology; medical education; undergraduate.
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