Learning & Teaching

 

Title of case study	Arts-based Pedagogies in Level 3 Anatomy
School/Subject:	MVLS / Anatomy
Lecturer(s):	Ourania Varsou, Caroline Allen, Michelle Welsh
Course:	Anatomy 3A & 3B (BIOL4230 & BIOL4231)
Student Level:	3rd year UG
Class size:	45 (38 this year)
Location:	On campus/in person

 

Brief summary

In the first two years of the BSc Anatomy programme at the University of Glasgow, students build a strong foundation in life sciences, with a shift in year three to focus on the human body engaging their visual and tactile senses in practical sessions to enhance retention of anatomical knowledge. As part of active learning, Dr Ourania Varsou uses origami in blood and skin workshops to support students’ understanding of these topics. In groups of 4-5, students create and annotate origami models to explore complex aspects of related microanatomy and human tissue components. These activities are accompanied by group discussions to enhance understanding and share insights.

 

Objectives  

My main goal was to provide students with tangible learning experiences that allowed them to apply theoretical knowledge while engaging their visual and tactile senses. Another consideration was the restricted use of human tissue in licensed facilities due to body donation and anatomical examination regulations in Scotland. Therefore, I incorporated active learning methods beyond anatomy labs, such as campus-wide workshops, to help learners consolidate and enhance their knowledge in challenging topics. Additionally, traditional approaches may not necessarily provide a tangible 3D outcome for skin layers and blood components, which students can take with them. To address the above considerations, I used origami as an accessible medium to recreate human tissue learning experiences, providing hands-on opportunities across campus. These sessions were designed to help students recall core anatomical details essential for future clinical or research applications, while providing tangible, lasting, and low-cost learning outputs.

 

What is done?

The origami models for skin and blood are purchased from a company specialising in bespoke learning resources (Origami Organelles) using internal funds. The models include detailed instructions and PowerPoint slides, allowing workshop leads and demonstrators to use them without additional training. For the blood workshop, the materials are adapted to fit the existing lesson plan and intended learning outcomes (ILOs). The skin origami session uses the resources as-is, focusing on consolidating challenging topics from prior lectures and the first dissection lab. This session is untimed and flexible, fostering a relaxed environment that encourages student autonomy. For both workshops, students form their own groups of 4-5 to create and annotate origami using colourful or monochrome templates, which helps reinforce learning. They can walk around the modular teaching space and at the end discuss their origami models as a whole group. They can also keep their origami or take templates to recreate them at home. The cutting, folding, and annotating process requires students to recall underlying knowledge, fostering connections between theory and practice.

 

What works well?

Group work is highly effective, as students support each other, discuss ideas, and exchange knowledge to solve problems. The open-plan, versatile room setup supports a relaxed environment, allowing students to move freely, adjust their seating, and form groups of varying sizes. The demonstrators, being recent graduates, are close in age to the students, which facilitates a comfortable learning atmosphere. I was present only at the start of the skin origami session, which was also the first workshop to run this activity, to outline its aims. By limiting my presence to the start of the session, I may have encouraged more active participation, as students might have felt hesitant to engage fully with a senior academic present. The flexible nature of the workshops provides an enjoyable learning experience, leaving students with tangible resources for future studies/revision/independent study.

 

Benefits

Students

Staff

The hands-on approach using origami enhances students’ ability to retain information, particularly for complex topics like skin layers and blood components, by effectively bridging theory with practical application. Students keep their origami models for individual study, with templates provided for every member of each group to create their own origami or for additional models if required during own study time. The origami models are low cost and provide good anatomical fidelity. Origami models can also illustrate movement, making them useful in other programmes, including professional degrees such as Medicine, and Dentistry. Students enjoy the hands-on, practical nature of the sessions. Since the workshops take place a few weeks after the start of the academic year, students are familiar with each other, which facilitates productive group discussions. Students feel comfortable with the demonstrators, who are trained, close in age, and previous students of the course.

The flexibility of open teaching spaces, along with support from the Anatomy Team, facilitates the use of origami models in these sessions. The origami models are affordable and reusable, adding further value. These sessions enable students to learn, retain, and enjoy the material, while providing an opportunity for instructors to connect with students and assess their strengths and weaknesses through their origami models. The demonstrators enjoy the sessions and do not need additional support to prepare for these sessions. Preparing the origami is straightforward, as templates are provided in company-supplied PDFs.

 

Challenges            

Students

Staff

Not all students fully engage with the process, highlighting the need for a better buy-in.

Engaging students who are reluctant to participate in the origami activities. Securing suitable open teaching spaces for the sessions. This method may not be suitable for earlier years due to limited foundational knowledge, and there are sustainability considerations related to paper use, although these are paper models, and can be recycled. With larger cohorts, it is essential to clearly define the intended outcomes of the activity.

 

What did you learn?

Students learn differently, and while this activity might not work for everyone, many found it useful. Hands-on experiences like origami require careful planning for effective incorporation. In future, I plan to explore strategies for broader student engagement by gathering feedback from both demonstrators and students. In terms of accessibility, students with disabilities may require adjustments, such as larger prints, to ensure full participation, although this was not raised as an issue this past academic session. Introducing a new learning approach can be daunting, but the university’s modular teaching spaces and available technologies help overcome challenges. Nonetheless, it is still wise to have a backup option, like slides, for students who prefer not to engage in this type of activity. Finally, applying this method online is challenging, as anatomy is inherently a hands-on discipline, and replicating such activities virtually may compromise the learning experience.

 

What advice would you give to others?

Plan, plan, plan. Plan, organise, and make sure the room allows for such an activity. You also have to think about the smaller but crucial details – paper, scissors, tape, extra materials, so that everyone engages fully, and the session is a success. Ensure that the demonstrators are well versed with the resources and try the origami models yourself before going into the sessions to see if you want to change anything.

It can be scary to introduce something new, especially if no one else has done it before. But once it works, not only does it establish trust in your abilities, but you can become a source of inspiration for other staff members. The more you do it, the more you become more comfortable with it. Also, be mindful that sometimes you will have to make slight changes to the model to fit your teaching and cohort’s learning needs – continuous improvement is key.

 

References

Origami Organelles. (no date.) https://origamiorganelles.com/