Drawing for Retention in Emergency Medical Services Education Part 1: Technique and Process

Abstract

Drawing is an effective teaching pedagogy in medical education, particularly in teaching anatomy. Drawing for retention (DfR) serves as a pedagogical technique designed to enhance retention by incorporating an active learning cyclic process to facilitate deeper understanding, reinforcing both conceptual understanding and practical application. However, no research has considered its effectiveness for applied concepts such as 12-lead ECG interpretation. The purpose of this qualitative study was to explore student perceptions of DfR as a teaching technique. Fourteen paramedic students (nine male, five female) participated in this phenomenological qualitative study. Data saturation guided the number of participants. Participants were interviewed via Zoom using a semi-structured interview guide. Data were analyzed through phenomenological reduction, with data coded for common themes and subthemes. Trustworthiness was established via member checks, peer review, and multi-analyst triangulation. Three themes emerged: experience with technique, benefits, and challenges. Through initial instruction, participants learned about supporting research to using DfR, which allowed them to buy into the process. While some were hesitant about the technique, participants felt they transformed their learning through drawing. DfR is active, allowing participants to feel engaged through class. Additionally, DfR is an inclusive teaching technique, in which it fits many perceived learning styles, which improved confidence. Finally, challenges of time, initial resistance, and instructor facilitation impacted DfR. DfR aligns with active learning principles and offers potential advantages as an inclusive and cost-effective educational strategy. Despite challenges, participants reported benefits of retention and increased confidence and felt this was an effective educational technique.