An Active Learning Intervention Based on Student‐Generated Rap Songs in Peripheral Nervous System Anatomy

Active learning has become increasingly important in anatomy education, yet evidence on creative student-generated learning activities remains limited, particularly regarding their influence on motivation, and knowledge retention. This study examined the educational value of a rap-based student-generated learning activity in teaching Peripheral Nervous System anatomy to dental students using an explanatory sequential mixed-methods design. The study was conducted in two stages: parallel test development and experimental implementation. In the first stage, pretest and posttest item pools were prepared based on course content and relevant literature. Content validity was evaluated by six field experts and one language expert using Content Validity Ratio and Content Validity Index calculations. After expert review and pilot testing with 125 students, item difficulty, discrimination indices, and reliability coefficients were examined, resulting in two parallel 20-item test forms. Exploratory factor analysis demonstrated acceptable structural validity, with explained variance ranging between 57% and 59%. In the experimental phase, 108 dental students were assigned to experimental and control groups (54 each). Since no significant difference was observed in pretest scores, random allocation was applied. The experimental group completed a rap-song writing activity, whereas the control group received conventional instruction. Posttest scores were analyzed using paired-samples and independent-samples t-tests. Qualitative data were collected through four open-ended questions and analyzed by content analysis. Themes and codes were developed independently, and inter-rater agreement was evaluated using Cohen's kappa coefficient. Although academic achievement was comparable between groups, students in the rap-based learning group reported greater engagement and motivation. Student-generated music-based activities may therefore offer a useful complementary strategy for supporting retention and active participation in anatomy education. Importantly, no statistically significant superiority over conventional instruction was observed, indicating that the intervention should be interpreted as a supplementary rather than a replacement strategy.