Moving to learn: Enhancing anatomy education through physical activity and video-based instruction

Abstract

Multiple studies have demonstrated the linkage between sedentary lifestyles and adverse health outcomes, emphasizing the need to prioritize student movement and health as a part of the medical school curriculum. This qualitative study assessed the relationship between movement-centered teaching and students' perceptions of learned content through the integration of exercise anatomy videos into a Musculoskeletal Systems first-year Osteopathic Medicine course at a Michigan State University. One-on-one student interviews were conducted, and the transcribed interviews were used to identify key themes using an inductive coding process. Results demonstrated the exercise videos aided learning by associating movements or senses with learning, repetition, and time efficiency, as well as boosting mental and physical wellness by reducing stress and anxiety and incorporating physical activity. Overall, this research emphasizes the multiple benefits of incorporating movement into anatomy education.