Hospital Puerta del Mar, Avda. Ana de Viya, The present project on learning surface anatomy through the body painting method was undertaken because anatomical knowledge supports medical practice. The appropriate anatomical training of the doctor depends on surface anatomy. We considered the renovation of teaching strategies and didactic resources to optimize the overall teaching- learning process.
A qualitative study of student responses to body painting
One hundred and thirty-three preclinical medical students participated in 24 focus groups over the period 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.
Current perspectives on the role of body painting in medical education
Body painting is a popular teaching and learning tool within medical education. Art-based approaches, such as body painting, allow students to learn in a fun and engaging manner. They are particularly useful for students who struggle with cadaveric study of anatomy. Body painting is not only limited to use for anatomical study, but it can also be beneficial as a mechanism for introducing clinical examination and associated communication skills.
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