How we teach anatomy without cadavers

McLachlan, J.; Bere, Sam Regan de

doi:10.1111/j.1743-498x.2004.00038.x

Cited by 53 publications

(56 citation statements)

References 7 publications

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“…In particular, students acquire a good understanding of dimensions and positions of anatomical structures whilst studying using this method (Op Den Akker et al, 2002). Literature is in accordance with the idea that body painting is a highly memorable experience, which gives students an appreciation of the links between visual, tactile and auditory aspects of human anatomy (McLachlan and Regan De Bere, 2004).…”

Section: Introductionmentioning

confidence: 88%

A qualitative study of student responses to body painting

Finn

McLachlan

2009

Anatomical Sciences Ed

109

108

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One hundred and thirty-three preclinical medical students participated in 24 focus groups over the period 2007-2009 at Durham University. Focus groups were conducted to ascertain whether or not medical students found body painting anatomical structures to be an educationally beneficial learning activity. Data were analyzed using a grounded theory approach. Five principal themes emerged: (1) body painting as a fun learning activity, (2) body painting promoting retention of knowledge, (3) factors contributing to the memorability of body painting, (4) removal from comfort zone, and (5) the impact of body painting on students' future clinical practice. Students perceive body painting to be a fun learning activity, which aids their retention of the anatomical knowledge acquired during the session. Sensory factors, such as visual stimuli, especially color, and the tactile nature of the activity, promote recall. Students' preference for painting a peer or being painted is often dependent upon their learning style, but there are educational benefits for both roles. The moderate amounts of undressing involved encouraging students to consider issues surrounding body image; this informs their attitudes towards future patients. Body painting is a useful adjunct to traditional anatomy and clinical skills teaching. The fun element involved in the delivery of this teaching defuses the often formal academic context, which in turn promotes a positive learning environment.

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Section: Introductionmentioning

confidence: 88%

A qualitative study of student responses to body painting

Finn

McLachlan

2009

Anatomical Sciences Ed

109

108

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“…In some centers, dissected cadaver-based anatomy is no longer taught (Biasutto et al). Such changes may affect the efficiency of learning, which in turn might induce problems in health science education (Regan de Bere & Mattick; Disnmore et al, 1999;Leung et al;AversiFerreira et al;Disnmore et al, 1993;Dyer & Thorndike, 2000;Ferreira, 2003;Fornaziero & Gil, 2003;McLachlan & Regan de Bere, 2004;McLachlan & Patten, 2006;Montemayor, 2006;Aversi-Ferreira et al, 2009;Mota et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Teaching Embryology Using Models Construction in Practical Classes

et al. 2012

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SUMMARY:Recently, the curriculum and the educational methodologies associated with health sciences courses are being reviewed and adapted. Pre-clinical sciences, such as anatomy and embryology are as well subjected to those changes. In human embryology courses it is common to use models to represent the different phases of development to facilitate learning, since the students can see and touch the models, obtaining knowledge by analogies. The purpose of the present study was to investigate if the construction of models by the students during practical embryology classes would improve or facilitate their learning. One year after the classes, 60 students answered a questionnaire with nine objective questions, including spaces for suggestions and observations. The student's responses suggested that the construction of models contributed to their learning.

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“…Opinions are shifting away from continued use and students' dissection of cadaveric materials in medical education, partly as a result of changes in society's expectations of good ethical practice, cost and availability (Prideaux & Bligh 2002;. Furthermore, because of the prominence in modern educational thinking given to the relevance of learning in context and to the use of appropriate learning materials, it has also been argued that anatomy ought to be taught in the context of how it is encountered in clinical practice (General Medical Council 2003;McLachlan & Regan de Bere 2004;.…”

Section: Introductionmentioning

confidence: 99%

“…These methods include life human models/peer physical examination and palpation, plastic anatomical teaching models and various human anatomical imaging techniques including live ultrasound (McLachlan & Regan de Bere 2004;). Living and clinical anatomy teaching are delivered through small group sessions, using hands-on approaches which involve peer/life model physical examination and palpation, anatomical drawing or painting and image projections on the living body (for more details, see McLachlan & Regan de Bere 2004;.…”

Section: Introductionmentioning

confidence: 99%

Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy

Chinnah¹,

Bere²,

Collett³

2010

Medical Teacher

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Background: Modern medical education teaching and learning approaches now lay emphasis on students acquiring knowledge, skills and attitudes relevant to medical practice. Aims: To explore students' perceived impacts of using hands-on approaches involving peer/life model physical examination and palpation in teaching and learning living human anatomy on their practice of physical examination of real patients. Methods: This study used exploratory focus groups and a questionnaire survey of years 3-5 medical students. Results: The focus group discussions revealed new insights into the positive impacts of the hands-on approaches on students' clinical skills and professional attitudes when dealing with patients. Students' exposure to the hands-on approaches helped them to feel comfortable with therapeutically touching unclothed patients' bodies and physically examining them in the clinical environment. At least 60% of the questionnaire survey respondents agreed with the focus group participants on this view. Over 75% also agreed that the hands-on experiences helped them develop good professional attitudes in their encounter with patients. Conclusions: This study highlights the perceived educational value of the hands-on approaches as a pedagogic tool with a positive impact on students' clinical skills and professional attitudes that helps in easing their transition into clinical practice.

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How we teach anatomy without cadavers

Cited by 53 publications

References 7 publications

A qualitative study of student responses to body painting

A qualitative study of student responses to body painting

Teaching Embryology Using Models Construction in Practical Classes

Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy

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