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.
|Title of host publication||Unknown Host Publication|
|Number of pages||16|
|Publication status||Published (in print/issue) - 25 Jun 2012|
|Event||UK Radiological Congress - Manchester Central Convention Complex|
Duration: 25 Jun 2012 → …
|Conference||UK Radiological Congress|
|Period||25/06/12 → …|
Bibliographical noteReference text: Biggs J, Tang C, 2011. Teaching for Quality Learning at University. Fourth Edition. Maidenhead: McGraw-Hill Education.
Conway S, Breen C, Fleming K, 2010. The Art of Teaching Anatomy. Perspectives on Pedagogy and Practice, 1, 17 – 30.
Finn, GM, Fleming K, McLachlan JC, 2010. Invisible maps of the body: constructing myths, uncovering legends. 4th International Conference of the European Society for the History of Science. Barcelona.
Finn GM, McLachlan JC, 2009. A qualitative study of student responses to body painting. Anatomical Sciences Education 3(1): 33-8.
Hall A S, Durward B R, 2009. Retention of Anatomy Knowledge by Student Radiographers. Radiography 2009, 15, e22ee28.
HPC, 2009. Standards of Proficiency – Radiographers. London: Health Professions Council.
McLachlan JC, Bligh J, Bradley P, Searle J, 2004. Teaching Anatomy without Cadavers. Medical Education. 2004 Apr;38(4):418-24.
McMahon T, 2006. Teaching for More Effective Learning: Seven maxims for practice. Radiography 12, 34 – 44.
McMenamin P G, 2008. Body Painting as a Tool in Clinical Anatomy Teaching. Anatomical Sciencecs Education 2008; 1: 139 – 144.
QAA, 2001. Benchmark Statement: Health care programmes – Radiography. Gloucester: Quality Assurance Agency.
Turney BW, 2007. Anatomy in a Modern Medical Curriculum. Ann R Coll Surg Engl 2007; 89: 104–107 doi 10.1308/003588407X168244.
- Radiographic anatomy
- body painting
- Kinaesthetic learning