Learner Drawing and Sculpting in Surgical Education: A Systematic Review

Background Historically, surgery was developed through the visual work of artist-scientists, yet visual art in modern surgical education is rare. The aim of this review is to evaluate the existing literature of learner creation of visual art as an educational tool in surgery and to discuss its potential in augmenting surgical learning. Method A systematic review of surgical educational interventions involving learner drawing, painting, and sculpting was conducted in 2020. Results Our search yielded 388 unique articles, and 12 met inclusion criteria. Seven articles described drawing and sculpting courses designed to develop judgement or aesthetic sense, and five described initiatives to teach or assess surgical anatomy or knowledge. Common goals included the measurement and observation of live models to enhance judgement of proportions, understanding of three-dimensional (3D) anatomical structure, hand-eye coordination, and communicative drawing ability for patient education and medical documentation. Notable outcomes included improved retention of anatomy, correlation of drawing and image labeling with in-service exam scores, and correlation of procedural drawing with ability to perform the same procedure in a simulation. Conclusions Our review suggests that all surgical disciplines could benefit from artistic training through improved visual communication and deeper understanding of 3D anatomy. Such benefits can be translated into Accreditation Council for Graduate Medical Education (ACGME) Core Competencies to guide surgical residency programming. We propose that visual art serves as an educational tool to improve perceptual skill and anatomical understanding in the modern surgeon; however more research is needed to clarify the best modality for incorporation.