Guided Drawing As a Learning Strategy in Head & Neck Embryology

Introduction/Background Drawing-to-learn strategies may improve understanding of complex anatomical content, but evidence in anatomy, particularly embryology, is limited. Methods Incoming second-year medical students were randomized to a guided drawing group or a viewing-only group during a voluntary summer embryology exercise. Both groups completed identical asynchronous modules: the drawing group followed step-by-step tutorials, while the control group viewed completed illustrations. Knowledge was assessed using a 10-item pretest, immediate post-test, and delayed post-test. Mann-Whitney U tests and effect sizes were calculated. Results/Findings Thirty-two students completed the pre-test; 21 completed the immediate post-test; 16 completed the delayed post-test. Both groups improved immediately. The drawing group demonstrated larger learning gains (moderate effect), though differences were not statistically significant. At delayed testing, scores declined in both groups, but the drawing group showed smaller knowledge loss (moderate effect). Satisfaction with the modules and confidence with material tended higher with drawing. Discussion/Implications Guided drawing shows promise as a low-cost active learning strategy that may enhance short-term learning and reduce early knowledge decay in embryology. Larger studies are needed to determine long-term impact.