Hull York Medical School, University of York, Heslington, York, North Yorkshire, United Kingdom.
Institute of Anatomy and Cell Biology, Faculty of Medicine, University Hospital RWTH Aachen, Germany.
Anat Sci Educ. 2018 Mar;11(2):146-154. doi: 10.1002/ase.1698. Epub 2017 May 4.
Previous research has explored the experiences of medical students using body painting as a learning tool. However, to date, faculty experiences and views have not been explored. This international qualitative study utilized a grounded theory approach with data collection through interviews with academics and clinicians who utilized body painting as part of their anatomical teaching. Twenty-six anatomists participated in the study from 14 centers worldwide. Three themes emerged from the data: (1) the efficacy of body painting, (2) the promotion of knowledge retention and recall, (3) considerations and practicalities regarding the use of body painting as a teaching tool. Subthemes show that body painting is used as an adjunct to the curriculum for teaching surface anatomy and peer examination. Benefits included diffusing the formal curricula, high student engagement and learning for future clinical practice. Body painting was advocated for promoting knowledge retention and recall, particularly learning through the process of cognitive load due to combining the use of color and kinesthetic learning with anatomical theory. Critical discussions surfaced on the topic of undressing in the classroom due to cultural and personal considerations possibly leading to unequal involvement and different learning experiences. Overall results support previous research showing that anatomists appreciate body painting as an effective, enjoyable, engaging and cost efficient adjunct to the multimodal anatomy curriculum. The role of cognitive load theory in learning anatomy through body painting emerged from the data as a possible theoretical framework supporting learning benefits from body painting and is suggested for further investigation. Anat Sci Educ 11: 146-154. © 2017 American Association of Anatomists.
先前的研究已经探讨了医学生使用人体彩绘作为学习工具的体验。然而，迄今为止，尚未探讨教职员工的经验和观点。这项国际定性研究采用扎根理论方法，通过对使用人体彩绘作为解剖学教学一部分的学者和临床医生进行访谈来收集数据。来自全球 14 个中心的 26 位解剖学家参与了这项研究。从数据中得出了三个主题：（1）人体彩绘的功效，（2）促进知识的保留和回忆，（3）考虑到使用人体彩绘作为教学工具的实际情况。子主题表明，人体彩绘被用作课程的辅助手段，用于教授表面解剖学和同学之间的检查。其好处包括使课程更加生动有趣，提高学生的参与度，为未来的临床实践学习打下基础。人体彩绘被提倡用于促进知识的保留和回忆，特别是通过认知负荷过程的学习，因为它将颜色和运动学习与解剖学理论结合起来。由于文化和个人因素的考虑，课堂上脱衣的话题引起了激烈的讨论，这可能导致参与程度不平等，学习体验也不同。总体结果支持先前的研究，表明解剖学家赞赏人体彩绘作为多模态解剖课程的有效、愉快、引人入胜且具有成本效益的辅助手段。数据中出现了认知负荷理论在通过人体彩绘学习解剖学中的作用，这可能是支持人体彩绘学习益处的理论框架，并建议进一步研究。解剖学教育 11: 146-154. © 2017 美国解剖学家协会。
