Applying Learning Based on Visual Arts with a Social, Individual, and Spiritual Approach in the Teaching of Anatomical Sciences for Medical Students of Ramsar Campus

Art education is one of the areas of the curriculum in the development of various individual characteristics and capabilities. Art, with its profound impact and appeal, can serve as an effective tool for gaining a deeper understanding of basic medical science courses, including anatomical sciences (anatomy, histology, and embryology). The study was designed to assess the influence of creative painting on the teaching of anatomical sciences, emphasizing a social, individual, and spiritual approach to encourage forward-thinking and imaginative skills in medical students. It seems that when students of medical sciences become familiar with the clinical considerations and personal, social, and spiritual consequences of the subject while teaching their course material, they will try to learn the material more accurately and multi-dimensionally.

Materials and methods:

 The present research-educational study was designed with a qualitative-quantitative approach and in it the art of painting was used as an educational intervention. At first, after the introduction of anatomical sciences and the presentation of the objectives of the lesson, interested medical and pharmacy students of Ramsar Medical Sciences Campus were asked to choose a topic from anatomical sciences in a group or individually. Then, by connecting it with the clinical points in the textbooks, the following personal, social, and spiritual challenges are displayed by maintaining the scientific content in the form of a purposeful painting. After several meetings about the topics, the paintings meeting the desired criteria were selected and the paintings were displayed to the public. During the exhibition, the correctness of the way of conveying the target message was interpreted and analyzed from the point of view of the audience. Finally, the attractiveness of education and the level of learning among students were investigated. The evaluation of the results was done in two quantitative and qualitative methods, and in the quantitative method, a researcher-made questionnaire was used. The quantitative part was descriptive-analytical and the qualitative part was based on content analysis. To check the validity of the conducted study, Anderson et al.'s five-step criteria including study validity, democratic validity, results validity, dialogue validity, and persuasive validity were used.

The results showed that the integration of art and education can be useful. Most of the students believed that with this method, the educational atmosphere was happier and more attractive for them (54%). 90% of students had increased learning of anatomical concepts. Students stated that they had more enthusiasm (81%) and motivation to learn (72%) lessons and learned the concepts of anatomical sciences in a more permanent way (63%). While learning the material, they were more curious to know, on the one hand, what clinical challenges are significant in the topic in question, and on the other hand, what social, personal, and spiritual consequences these problems will face the patient. All this made them more analytical thinking (79%). This method increased creativity (75%) and spirit of cooperation (75%) in most students, and 77% of students preferred it to other educational methods. Also, students' motivational, team, and communication skills increased by changing the study method and creating a multi-dimensional view of issues.

The use of creative drawing in the teaching of anatomical science concepts was able to encourage the students of medical sciences to learn and increase their enthusiasm by creating a happy and attractive educational environment, raising the spirit of teamwork in them and increasing creativity, communication skills, and analytical thinking in them.