Exploring meaning-making in undergraduate human anatomy and physiology: role of drawing and representation construction

Undergraduate students face difficulties in understanding Human Anatomy and Physiology (HAP) due to its complex nature and focus on passive pedagogical tools. This results in high withdrawal and failure rates in HAP courses. Specifically, students struggle to create meaningful connections between dynamic body systems and comprehend their overall functionality. To address these challenges this study explores the role of drawing as a form of representation construction, a pedagogical tool that poses an alternative to passive learning by emphasising meaningful learning. Employing an embedded mixed-methods approach, this research utilises the Draw-and-Explain Questionnaire to assess how drawing facilitates meaning-making. Analysis of 27 students’ questionnaire responses reveals that an average of 39.5% of students implement semiotic affordances in their drawings to demonstrate a moderate level of meaning-making. Notably, students with positive HAP university experiences tend to exhibit higher meaning-making capabilities through drawing. These findings advocate for incorporating drawing as a form of representation construction into HAP education, suggesting potential developments in instructional strategies and assessment tools to improve student engagement and understanding.