Phase One Medicine, School of Medicine and Health, Durham University, Thornaby-on-Tees, United Kingdom.
Anat Sci Educ. 2010 Jan-Feb;3(1):33-8. doi: 10.1002/ase.119.
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.
133 名医学预科生于 2007 年至 2009 年期间在杜伦大学参加了 24 个焦点小组。这些焦点小组旨在确定医学生是否认为人体彩绘是一种有益的教育学习活动。数据采用扎根理论方法进行分析。出现了五个主要主题：（1）人体彩绘作为一种有趣的学习活动，（2）人体彩绘促进知识的保留，（3）有助于人体彩绘记忆的因素，（4）走出舒适区，以及（5）人体彩绘对学生未来临床实践的影响。学生们认为人体彩绘是一种有趣的学习活动，可以帮助他们记住在课程中获得的解剖学知识。感官因素，如视觉刺激，尤其是颜色，以及活动的触觉性质，促进了回忆。学生们喜欢画同伴或被画，通常取决于他们的学习风格，但两种角色都有教育益处。适度的脱衣有助于学生考虑与身体形象有关的问题；这会影响他们对未来患者的态度。人体彩绘是传统解剖学和临床技能教学的有用辅助手段。这种教学的趣味性化解了通常正式的学术环境，从而促进了积极的学习环境。
