Bhanarkar Ujwala, Sontakke Yogesh, Ray Biswabina
Department of Anatomy, All India Institute of Medical Sciences, Kalyani, Kalyani, IND.
Department of Anatomy, Jawaharlal Institute of Postgraduate Medical Education and Research, Puducherry, IND.
Cureus. 2025 Jun 24;17(6):e86651. doi: 10.7759/cureus.86651. eCollection 2025 Jun.
Background Medical illustration enhances comprehension in health sciences, but digital illustration remains underutilized among educators, especially in resource-limited settings. Hence, this study aimed to evaluate the effectiveness of hands-on workshops in improving the medical faculty's knowledge and technical skills in digital medical illustration. Methodology Three full-day workshops were conducted across Indian medical colleges with 115 faculty participants. Training focused on the use of Adobe Illustrator software. Participants were evaluated using structured pre- and post-tests (multiple-choice questions and practical items). Feedback was collected using Likert scales and open-ended questions. Quantitative data were analyzed using paired t-tests and effect size (Cohen's d). Qualitative feedback was analyzed using inductive thematic coding with inter-rater agreement (κ = 0.78). Results The mean pre-test score was 4.2 ± 1.3, which increased significantly to 8.5 ± 1.1 post-training (mean difference = 4.3, p < 0.001; Cohen's d = 3.5). Over 90% of participants rated the workshop as "excellent" or "very good." Thematic analysis revealed key outcomes, including improved confidence, the ability to create high-quality visuals, and an increased interest in advanced topics such as 3D modeling. Conclusions The workshop effectively enhanced short-term digital illustration skills and confidence among medical faculty. While long-term outcomes remain unmeasured, such hands-on training holds promise for faculty development in digital pedagogy.
背景 医学插图有助于提高健康科学领域的理解能力，但数字插图在教育工作者中仍未得到充分利用，尤其是在资源有限的环境中。因此，本研究旨在评估实践工作坊在提高医学教师数字医学插图知识和技术技能方面的有效性。方法 在印度各医学院举办了三场为期全天的工作坊，有115名教师参与。培训重点是Adobe Illustrator软件的使用。通过结构化的课前和课后测试（多项选择题和实践项目）对参与者进行评估。使用李克特量表和开放式问题收集反馈。定量数据采用配对t检验和效应量（科恩d值）进行分析。定性反馈采用归纳主题编码进行分析，并进行评分者间一致性检验（κ = 0.78）。结果 课前平均得分为4.2±1.3，培训后显著提高到8.5±1.1（平均差异 = 4.3，p < 0.001；科恩d值 = 3.5）。超过9成的参与者将工作坊评为“优秀”或“非常好”。主题分析揭示了关键成果，包括信心增强、能够创建高质量视觉效果以及对3D建模等高级主题的兴趣增加。结论 该工作坊有效提高了医学教师的短期数字插图技能和信心。虽然长期成果尚未测量，但这种实践培训有望促进数字教学法方面的教师发展。
