# Ana-Art Rangoli as an Active Learning Strategy in Undergraduate Anatomy Education: An Innovative Educational Approach

## TL;DR

This study explores using art-based learning, called Ana-Art Rangoli, to improve anatomy education for medical students through visual and collaborative methods.

## Contribution

Introduces Ana-Art Rangoli as a novel active learning strategy integrating art and anatomy for undergraduate education.

## Key findings

- Students created accurate anatomical rangoli designs using color coding to show structural relationships.
- Participants showed improved engagement, peer learning, and visualization of complex anatomy.
- Faculty observed successful completion of tasks and confident student explanations during evaluations.

## Abstract

Introduction

Anatomy education requires students to develop strong visual and spatial understanding in addition to factual knowledge. First-year medical students often experience difficulty in retaining complex anatomical relationships when teaching relies primarily on lectures and textbook illustrations. Active learning strategies that integrate visual and kinesthetic elements may improve student engagement and conceptual clarity. This study describes the use of an art-based learning activity, Ana-Art Rangoli, as an educational intervention in undergraduate anatomy teaching.

Methods

An Ana-Art Rangoli activity was conducted for first-year MBBS students (batch 2024) in the Department of Anatomy at AIIMS Rishikesh. Students were divided into small groups and assigned topics from gross anatomy and histology. Each group created a rangoli representation of their allotted topic using colored powders within a fixed time period. Faculty members facilitated the activity by ensuring anatomical accuracy without directing the creative process. The completed rangoli designs were evaluated by an expert panel using predefined criteria, including anatomical correctness, conceptual clarity, organization, and teamwork.

Results

All student groups successfully completed the assigned tasks within the stipulated time. The rangoli designs demonstrated accurate anatomical representation and effective use of color coding to depict structural relationships. Students actively participated in group discussions and confidently explained anatomical concepts during evaluation. Faculty observers noted enhanced engagement, peer learning, and improved visualization of complex anatomical structures among participants.

Conclusion

Ana-Art Rangoli is a feasible and effective active learning strategy in undergraduate anatomy education. By combining artistic expression with anatomical learning objectives, this approach promotes student engagement, collaborative learning, and conceptual understanding. The incorporation of such art-integrated activities may complement traditional teaching methods and enrich anatomy education.