IJAR.2020.165

Type of Article:  Original Research

Volume 8; Issue 2.3 (June 2020)

Page No.: 7572-7577

DOI: https://dx.doi.org/10.16965/ijar.2020.165

STUDENTS’ PERCEPTIONS ON CADAVERIC PAINTING AS A METHOD FOR LEARNING SURFACE ANATOMY

Uma SV.

Associate Professor, Department of Anatomy, SapthagiriInstitute of Medical Sciences and Research Centre, No.15, Chikkasandra, Hesarghatta Main Road, Bangalore, Karnataka, India.

Corresponding author: Dr.Uma S.V, Associate Professor, Department of Anatomy, Sapthagiri Institute of Medical Sciences and Research Centre, No.15,Chikkasandra, Hesarghatta main road, Bangalore-560090, Karnataka, India. Ph-0091-80-22188700/03 -0091-9986018610 Fax –080-28393404 E-Mail: drsvuma@gmail.com

ABSTRACT

Background: Surface anatomy has become very important in anatomy education in the recent decades. The main reason is that surface anatomy forms an obvious connection between basic gross anatomy and clinical practice, as it is the basis for physical examination. Learning methodologies used for surface anatomy includes practicing with cadavers, body painting, peer examination, living anatomy model etc. Live Body painting is an efficient learning tool which mainly helps the visual and kinesthetic learners. It also makes the students relaxed to have a fun filled way of learning which provided some relief to the students from text books. Due to various ethical, cultural and religious reasons live body painting could not be done for all regions in our setup, hence it has been modified as a cadaveric painting in the study. Earlier the method of learning the surface anatomy on cadavers requires the student to put in lot of efforts on memorizing the landmarks by surrounding the cadaver during the surface anatomy classes. The aim was to introduce the cadaveric painting to learn surface anatomy which forms the basis for physical examination in clinical practice.

Objectives: To evaluate the student’s feedback concerning their perception to the various aspects of cadaveric painting as a mode of learning surface anatomy and to evaluate the difference in the marks obtained by these students in surface marking in III internal( participated in cadaver painting) and those who haven’t participated in the study

Materials and methods: Eighty four, first year MBBS students were selected on voluntary basis to do cadaveric painting for the surface marking learning activity of abdominal region. Anonymous feedback regarding their perception of various aspects of cadaveric painting as a mode for learning surface anatomy through questionnaire was done. The mean rating for each item was calculated. Analysis done with SPSS version 16

Results: Majority of students were positive about using cadaveric painting for surface anatomy. Ninety three percent felt it was a powerful learning, 100% felt it motivated, and helped during exams. There was a significant difference in marks between the groups

Conclusion: Students perceived that cadaveric painting promoted meaningful learning and understanding of surface anatomy.

Key words: Anatomic body painting, surface anatomy, learning surface anatomy.

REFERENCES

  1. Op Den Akker JW, Bohnen A, Oudegeest WJ, Hillen B. Giving color to a new curriculum: bodypaint as a tool in medical education. Clin Anat.2002 Aug;15(5):356-62.
  2. Bennett C. Anatomic Body Painting : Where Visual Art Meets Science. J Physician Assist Educ. 2014;25(4).
  3. Ganguly PK, Chan LK. Living anatomy in the 21st century:how far can we go? South East Asian J Med Educ 2008; 2: 52_7 A qualitative study of student responses to body painting
  4. Finn GM, McLachlan JC. A qualitative study of student responses to body painting. Anat Sci Educ.2010 Jan-Feb;3(1):33-8.
  5. Nanjundaiah K, Chowdapurkar S. Body-painting: A tool which can be used to teach surface anatomy. J Clin Diagnostic Res. 2012;6(8):1405–8.
  6. Finn GM, White PM,  The impact of color and role on retention of knowledge: a body-painting study within undergraduate medicine Anat Sci Educ.2011 Nov-Dec;4(6):311-7
  7. Nicholson LL, Reed D, Chan C. An interactive, multi-modal Anatomy workshop improves academic performance in the health sciences: a cohort study. BMC Med Educ [Internet]. BMC Medical Education; 2016;16(1):7.
  8. Mclachlan JC. Innovative pedagogies series : Done to death. Higher Education Academy, 2015
  9. McLachlan JC. New path for teaching anatomy: Living anatomy and medical imaging vs. dissection. Anat Rec – Part B New Anat. 2004;281(1):4–5.
  10. Natalie E. Cookson, Justine J. Aka, Gabrielle M. Finn .An exploration of anatomists’ views toward the use of body painting in anatomical and medical education: An international study. https://doi.org/10.1002/ase.1698
  11. Gabrielle M Finn,Current perspectives on the role of body painting in medical education. Advances in Medical Education and Practice 2018:9:701-706
  12. Asad MR, Nasir N. Role of Living and Surface Anatomy in Current Trends of Medical Education. 2015;(2):203–10.
  13. Ganguly PK. Teaching and Learning of Anatomy in the 21st Century:Direction and the Strategies. The Open Medical Education Journal.2010;3.
  14. Sugand K, Abrahams P, Khurana A. The anatomy of anatomy: a review for its modernization. Anat Sci Educ. 2010;3(2):83–93.
  15. MCIBooklet;Vision2015.Availablefrom http://www.mciindia.org/tools/announcement/MCI booklet.pdf
  16. Claudia Diaz, For stimulating multidisciplinary first year students to learn Anatomy for life via innovative, pro-active approaches to improve engagement and learning , James Cook University.2011 Citations for Outstanding Contributions to Student Learning
  17. J Dorgham, J Woodcock, E Grove.Does accurate surface anatomy Body painting increase student’s confidence in accurate clinical examinations? An innovative teaching technique. WEMJ Volume 114 No. 1 Article 3 March 2015
  18. Pitchanee J, Chuchard P, Suchirat B, Paranyu K. Body painting to promote self-active learning of hand anatomy for preclinical medical students. Medical Education Online 2016,21:30833-http://dx.doi.org/10.3402/meo.v21.30833
  19. McMenamin PG ,Body painting as a tool in clinical anatomy teaching. Anat Sci Educ.2008 Jul-Aug;1(4):139-44. doi: 10.1002/ase.32
  20. Carmen C M, Antonio R G, David AG, Gonzalo PA, Arturo P.The Teaching of Surface Anatomy by Body Painting. Int. J. Morphol. vol.37 no.3 Temuco Sept. 2019 http://dx.doi.org/10.4067/S0717-95022019000300912
  21. Washington State University, Department of Speech and Hearing Sciences;2009. Amy Skinder-Meredith, Innovative Teaching Activities for Anatomy and Neuroanatomy [https://www.asha.org/Events/convention/handouts/2009/2105_Skinder-Meredith_Amy/]

Cite this article: Uma SV. STUDENTS’ PERCEPTIONS ON CADAVERIC PAINTING AS A METHOD FOR LEARNING SURFACE ANATOMY. Int J Anat Res 2020;8(2.3):7572-7577. DOI: 10.16965/ijar.2020.165