Abstract
While many studies have demonstrated a positive correlation between learning in the arts and students’ critical thinking disposition, few studies have investigated the influence of an interdisciplinary art-related teaching approach and its correlation with academic student behavior confidence in anatomy and physiology (A&P). Therefore, this study aims to demonstrate the impact of an interdisciplinary approach – reading, discussion, and drawing on students’ academic confidence in undergraduate A&P. The investigation utilized a self-reported pre- and post-survey design to explore the change in confidence in A&P between course entry and exit. Sixty undergraduate students completed surveys while taking an elective course called Medical Literature, Anatomy, and the Arts, at a public state university in Southwest Florida. Results indicate a statistically significant difference in student-reported confidence levels in knowledge and experience of A&P. Additionally, the students’ perceptions of the course were positive, citing more engagement and better support from peers and instructor as a result of this interdisciplinary approach. These outcomes suggest that teaching undergraduate students in A&P using medical arts enhances student academic confidence. This study provides encouraging support to existing scholarly work on higher education course design and instructional methods relative to improving student confidence and class engagement in A&P.