Body painting to promote self-active learning of hand anatomy for preclinical medical students

Abstract

BackgroundThe purpose of this study was to use the body painting method to teach hand anatomy to a group of preclinical medical students.MethodsStudents reviewed hand anatomy using the traditional method and body painting exercise. Feedback and retention of the anatomy-related information were examined by a questionnaire and multiple-choice questions, respectively, immediately and 1 month after the painting exercise.ResultsStudents agreed that the exercise was advantageous and helped facilitate self-active learning after in-class anatomy lessons. While there was no significant difference in knowledge retention between the control and experimental groups, the students appreciated the exercise in which they applied body paint to the human body to learn anatomy.ConclusionThe body painting was an efficient tool for aiding the interactive learning of medical students and increasing the understanding of gross anatomy.

A Eficácia do Body Painting no Ensino-Aprendizagem da Anatomia: um Estudo Randomizado

“…Isso mostrou uma melhor correlação da anatomia de superfície com a prática clínica entre os participantes desse grupo, quando comparado ao grupo do cadáver. Em um estudo com 48 alunos, divididos em grupo controle e experimental, e que envolvia a pintura corporal de estruturas da mão, também foi encontrado uma maior porcentagem de acertos entre os alunos do grupo do Body Painting nas questões sobre anatomia de superfície, em relação ao grupo controle 10 .…”

“…Permite um relaxamento da leitura intensiva dos livros didáticos, sendo uma atividade de aprendizagem ativa e divertida em que se estabelece uma relação positiva entre os pares. Possibilita a retenção e o resgate do conhecimento, podendo ainda levar a melhorias na prática clínica futura [10][11][12] .…”

Aplicação De Metodologias Ativas De Ensino No Estudo Da Anatomia Humana Frente Ao Modelo Tradicional

“…Teaching. Dentre as metodologias de ensino-aprendizagem encontramos a aprendizagem baseada em problemas (Bergman et al 2013), em jogos (Lopes e Mesquita, 2016, Hill et al, 2018Santos et al, 2019), artes visuais (Santos et al 2019), pinturas (desenhos), confecção de macromodelos/modelos anatômicos (Araújo Júnior et al, 2014;Souza et al, 2018) , mapas conceituais (Silva et al, 2018;Santos et al, 2019), recursos audiovisuais (Santos et al, 2019), programas de computadores, mapas conceituais (Silva et al, 2018), aprendizagem baseada na investigação (Lopes e Mesquita, 2016), pintura corporal (Jariyapong et al, 2016). Entretanto, muitas vezes não temos como utilizar metodologias ativas que necessitem de tecnologias mais avançadas.…”

Current perspectives on the role of body painting in medical education

“… 1 Studies to statistically measure the retention of knowledge using body painting have shown limited results. 10 , 30 Jariyapong et al, found that there was no statistically significant difference in knowledge retention between control and experimental groups using body paint to learn anatomy of the hand. 30 Finn et al also reported that there was no difference in retention of knowledge over the long-term between those who only used black outlines and those who used color when learning abdominal anatomy.…”

“… 10 , 30 Jariyapong et al, found that there was no statistically significant difference in knowledge retention between control and experimental groups using body paint to learn anatomy of the hand. 30 Finn et al also reported that there was no difference in retention of knowledge over the long-term between those who only used black outlines and those who used color when learning abdominal anatomy. 10 That being said, in both studies students remained advocates of using body painting and were unanimous in their attributing body painting to be an asset when retaining anatomical knowledge…”