Radiographic Anatomy: artistic pedagogy

The aim of this paper is to address the primary learning outcome of anatomy teaching for Diagnostic Radiographers: the ability of the student to apply anatomy knowledge to living human beings, by introduction of body painting as a teaching method. Anatomy knowledge is integral to the core curriculum for the BSc Hons Radiography students and anecdotally students report that the plethora of terminology and translation of texts to a living individual is inherently challenging. Traditional anatomy teaching promotes student engagement through use of hard plastic models, dry bones and, in some cases, cadaver dissection. It is questionable that these options are the most effective teaching methods especially as anatomical models cannot be clinically examined using the sense of touch and there can be no useful response from the model. This paper focuses on the introduction of a tactile method of teaching anatomy, in the form of body painting, to first year BSc Hons Radiography undergraduate students at the University of Ulster. The students’ engagement with anatomy learning was perceived to be significantly improved by the haptic teaching methods. Student questioning of ‘normal’ anatomy, as presented in texts and models has been a noted positive outcome. Feedback from students has been very positive from application of anatomy texts/models to living subjects as well as development of a professional approach. This method of teaching is challenging to the lecturer and requires planning, support and appropriate resources. Further studies into rigorous assessment of the efficacy of these teaching methods are planned.