Creative projects can disengage students who lack drawing skill, impose high task burden, and be perceived as equivalent to conventional teaching¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students without creative skill reported the projects were not useful to them, and some reported high task burden, including an average of 9.2 hours spent creating models in one study. → Yi Tan Yong 2025 q2 i? Some students perceived the interventions as equivalent to conventional teaching and lacking educational value beyond their own understanding. → Yi Tan Yong 2025 (2)

Evidence¶

Yi Tan Yong 2025¶

Yi Tan Yong, Shreyans Panwar, Vallabhajosyula Ranganath. (2025). Learning by making – student-made models and creative projects for medical education: systematic review with qualitative synthesis. BMC Medical Education. https://doi.org/10.1186/s12909-025-06716-8

q2 · i? · review · r3

Qualitative theme from the review's content analysis of included studies. It reports a high task burden, with one study reporting "students spent on average 9.2 h on creating the models."

"Some students reported that creative projects posed a high task burden on top of an already intensive medical curriculum [11, 24, 31], with one study reporting that students spent on average 9.2 h on creating the models [31]."

Yi Tan Yong 2025 (2)¶

Yi Tan Yong, Shreyans Panwar, Vallabhajosyula Ranganath. (2025). Learning by making – student-made models and creative projects for medical education: systematic review with qualitative synthesis. BMC Medical Education. https://doi.org/10.1186/s12909-025-06716-8

q2 · i? · review · r3

Review theme on student disengagement: students in four included studies "perceiving that the interventions were equivalent to conventional teaching," rejecting projects owing to task burden and perceived absence of educational value.

"Some studies also reported students perceiving that the interventions were equivalent to conventional teaching [11, 27, 31, 34], and thus the use of such creative projects for learning would be a choice of preference or even rejected owing to task burden."

Discussion¶

Related Claims¶

• Systematic review of 17 studies identifies six themes on creative project-based learning in medical education: enhanced learning, collaborative learning, deep learning, student engagement, student disengagement, and faculty engagement — a broader claim this one bears on
• Students remained cautious about relying on GenAI throughout the creative process, citing imperfect outputs and perceived loss of ownership — related