TY - JOUR
T1 - Beyond the classroom
T2 - Inspiring medical and health science students to learn surface anatomy
AU - Diaz, Claudia M.
N1 - Funding Information:
Open Access funding enabled and organized by CAUL and its Member Institutions Funding for these projects was provided through the JCU School of Medicine, and RMIT University STeLR Grant.
Publisher Copyright:
© 2022, Crown.
PY - 2022/4
Y1 - 2022/4
N2 - This qualitative and quantitative study offered students the opportunity to participate in engaging and inspiring activities “outside the classroom”, to extend their experience and knowledge of surface anatomy. Medical and health science students benefit from studying surface anatomy as it is relevant to their future professions that deal with patients and clients. Surface anatomy is an essential part of the learning process that allows students an opportunity to identify anatomical structures on living people and to develop their palpation and tactile skills for physical examinations of patients. Body painting is a student-centred, engaging, and motivating approach to learn surface anatomy in anatomy practical classes. In this study, anatomy learning was extended “beyond the classroom” through extra-curricular body painting projects. These projects were run by student teams consisting of a student model, student artists (4–5), and a student photographer, under the direction of the chief investigator. A total of sixteen body painting projects were carried out from 2010 to show the skeletal system, the muscular system, pregnancy, respiratory and gastrointestinal systems, and the neurovascular systems of the entire body. A SurveyMonkey of 31/41 active participants suggested that participants enjoyed the projects (94–100%), found them relevant to their future profession (80–87%), and considered them to assist with deeper understanding (94%) and long-term memory (93%) of anatomy. Learning anatomy outside the classroom through extra-curricular body painting projects was a successful way to engage, motivate, and inspire participants and first year anatomy students to study surface anatomy and to develop their physical examination skills.
AB - This qualitative and quantitative study offered students the opportunity to participate in engaging and inspiring activities “outside the classroom”, to extend their experience and knowledge of surface anatomy. Medical and health science students benefit from studying surface anatomy as it is relevant to their future professions that deal with patients and clients. Surface anatomy is an essential part of the learning process that allows students an opportunity to identify anatomical structures on living people and to develop their palpation and tactile skills for physical examinations of patients. Body painting is a student-centred, engaging, and motivating approach to learn surface anatomy in anatomy practical classes. In this study, anatomy learning was extended “beyond the classroom” through extra-curricular body painting projects. These projects were run by student teams consisting of a student model, student artists (4–5), and a student photographer, under the direction of the chief investigator. A total of sixteen body painting projects were carried out from 2010 to show the skeletal system, the muscular system, pregnancy, respiratory and gastrointestinal systems, and the neurovascular systems of the entire body. A SurveyMonkey of 31/41 active participants suggested that participants enjoyed the projects (94–100%), found them relevant to their future profession (80–87%), and considered them to assist with deeper understanding (94%) and long-term memory (93%) of anatomy. Learning anatomy outside the classroom through extra-curricular body painting projects was a successful way to engage, motivate, and inspire participants and first year anatomy students to study surface anatomy and to develop their physical examination skills.
KW - Body painting
KW - Engagement
KW - Extra-curricular
KW - Innovation
KW - Learning
KW - Palpation
KW - Physical examination
KW - Surface anatomy
UR - http://www.scopus.com/inward/record.url?scp=85125251323&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85125251323&partnerID=8YFLogxK
U2 - 10.1007/s40670-022-01521-0
DO - 10.1007/s40670-022-01521-0
M3 - Article
C2 - 35223141
AN - SCOPUS:85125251323
VL - 32
SP - 361
EP - 370
JO - Medical Science Educator
JF - Medical Science Educator
SN - 2156-8650
IS - 2
ER -