Drawing for Retention in Emergency Medical Services Education Part 2: Impact on Student Learning

Abstract

Drawing is established as an effective teaching pedagogy in medical education, particularly in teaching anatomy. Research shows retention rates are significantly higher when learners engage in active learning techniques. Additionally, practical application is greater with active learning techniques. Drawing for retention (DfR) is an active learning technique involving instructor-led drawing, where students imitate the drawings while simultaneously rehearsing key concepts. There is a paucity of research examining the effectiveness of DfR for applied concepts such as 12-lead ECG interpretation. The purpose of this qualitative study was to explore student perceptions following their engagement with Drawing for Retention (DfR) as a teaching technique. Fourteen paramedic students (9 males, 5 females) 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. Two themes emerged: perceptions of learning and application to patient care. Participants felt drawing allowed them to make connections with complex material while retaining the information. Additionally, participants did not need to spend as much time studying to retain the information, as compared to traditional lecture classes. Additionally, participants were able to bridge the knowledge-practice gap and apply the information clinically. This led to more effective and efficient patient diagnoses, increased confidence with patient care, and a resource for making decisions and providing patient education.