The Art of Teaching Anatomy - presentation

Cathal Breen; Sharon Conway; Karen Fleming; Helen Byrne; John McLachlan

The Art of Teaching Anatomy - presentation

Cathal Breen, Sharon Conway, Karen Fleming, Helen Byrne, John McLachlan

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Abstract

Traditional anatomy teaching promotes student engagement through use of hard plastic models, dry bones and, in some cases, cadaver dissection. It is questioned if any of these options are effective teaching methods especially as: ‘anatomical models cannot be palpated, auscultated or usefully asked to change position’ (McLachlan and Regan de Bere 2004). The primary learning outcome of anatomy teaching for health professionals is the ability of the student to apply anatomy knowledge to living human beings. This case study focuses on introduction of haptic teaching of anatomy, in the form of body painting, to BScHons radiography and clinical physiology undergraduate students at the University of Ulster.Key wordsHaptic learning, body painting, human anatomy, radiography, clinical physiology, student engagement.

Original language	English
Title of host publication	Unknown Host Publication
Publisher	Centre for Higher Education Research and Practice
Number of pages	24
Publication status	Published - 6 Apr 2009
Event	CHEP Inaugural Symposium - Duration: 6 Apr 2009 → …

Conference

Conference	CHEP Inaugural Symposium
Period	6/04/09 → …

Access to Document

http://uir.ulster.ac.uk/29007/1/The_Art_of_Teaching_Anatomy_final_monday.pdf

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Breen, C., Conway, S., Fleming, K., Byrne, H., & McLachlan, J. (2009). The Art of Teaching Anatomy - presentation. In Unknown Host Publication Centre for Higher Education Research and Practice. http://uir.ulster.ac.uk/29007/1/The_Art_of_Teaching_Anatomy_final_monday.pdf

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title = "The Art of Teaching Anatomy - presentation",

abstract = "Traditional anatomy teaching promotes student engagement through use of hard plastic models, dry bones and, in some cases, cadaver dissection. It is questioned if any of these options are effective teaching methods especially as: {\textquoteleft}anatomical models cannot be palpated, auscultated or usefully asked to change position{\textquoteright} (McLachlan and Regan de Bere 2004). The primary learning outcome of anatomy teaching for health professionals is the ability of the student to apply anatomy knowledge to living human beings. This case study focuses on introduction of haptic teaching of anatomy, in the form of body painting, to BScHons radiography and clinical physiology undergraduate students at the University of Ulster.Key wordsHaptic learning, body painting, human anatomy, radiography, clinical physiology, student engagement.",

author = "Cathal Breen and Sharon Conway and Karen Fleming and Helen Byrne and John McLachlan",

note = "Reference text: Op Den Akker, J. W., A. Bohnen, et al. (2002). {"}Giving Color to a New Curriculum: Bodypaint As a Tool in Medical Education.{"} Clinical Anatomy 15: 356-362. McLachlan J. C, Bligh J, Bradley P, Searle J. (2004). Teaching anatomy without cadavers. Medical Education 2004 Apr;38(4):418-24 McLachlan J. C, and Patten D. (2006). Anatomy teaching: ghosts of the past, present and future. Medical Education 2006 Mar;40(3):243-53. McLachlan, J. C. and S. Regan De Bere (2004). {"}How We Teach Anatomy Without Cadavers.{"} THE CLINICAL TEACHER 1(2): 49-52. McMenamin, P. G. (2008). {"}Body Painting as a Tool in Clinical Anatomy Teaching.{"} Anatomical Sciences Education 1(July): 139-144. Rees CE, Bradley P, McLachlan J. C. (2004). Exploring medical students' attitudes towards peer physical examination. Medical Teaching 2004 Feb;26(1):86-8. Sternberg RJ & Williams WM(1996) How to develop student creativity. ASCD. USA; CHEP Inaugural Symposium ; Conference date: 06-04-2009",

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publisher = "Centre for Higher Education Research and Practice",

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T1 - The Art of Teaching Anatomy - presentation

AU - Breen, Cathal

AU - Conway, Sharon

AU - Fleming, Karen

AU - Byrne, Helen

AU - McLachlan, John

N1 - Reference text: Op Den Akker, J. W., A. Bohnen, et al. (2002). "Giving Color to a New Curriculum: Bodypaint As a Tool in Medical Education." Clinical Anatomy 15: 356-362. McLachlan J. C, Bligh J, Bradley P, Searle J. (2004). Teaching anatomy without cadavers. Medical Education 2004 Apr;38(4):418-24 McLachlan J. C, and Patten D. (2006). Anatomy teaching: ghosts of the past, present and future. Medical Education 2006 Mar;40(3):243-53. McLachlan, J. C. and S. Regan De Bere (2004). "How We Teach Anatomy Without Cadavers." THE CLINICAL TEACHER 1(2): 49-52. McMenamin, P. G. (2008). "Body Painting as a Tool in Clinical Anatomy Teaching." Anatomical Sciences Education 1(July): 139-144. Rees CE, Bradley P, McLachlan J. C. (2004). Exploring medical students' attitudes towards peer physical examination. Medical Teaching 2004 Feb;26(1):86-8. Sternberg RJ & Williams WM(1996) How to develop student creativity. ASCD. USA

PY - 2009/4/6

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N2 - Traditional anatomy teaching promotes student engagement through use of hard plastic models, dry bones and, in some cases, cadaver dissection. It is questioned if any of these options are effective teaching methods especially as: ‘anatomical models cannot be palpated, auscultated or usefully asked to change position’ (McLachlan and Regan de Bere 2004). The primary learning outcome of anatomy teaching for health professionals is the ability of the student to apply anatomy knowledge to living human beings. This case study focuses on introduction of haptic teaching of anatomy, in the form of body painting, to BScHons radiography and clinical physiology undergraduate students at the University of Ulster.Key wordsHaptic learning, body painting, human anatomy, radiography, clinical physiology, student engagement.

AB - Traditional anatomy teaching promotes student engagement through use of hard plastic models, dry bones and, in some cases, cadaver dissection. It is questioned if any of these options are effective teaching methods especially as: ‘anatomical models cannot be palpated, auscultated or usefully asked to change position’ (McLachlan and Regan de Bere 2004). The primary learning outcome of anatomy teaching for health professionals is the ability of the student to apply anatomy knowledge to living human beings. This case study focuses on introduction of haptic teaching of anatomy, in the form of body painting, to BScHons radiography and clinical physiology undergraduate students at the University of Ulster.Key wordsHaptic learning, body painting, human anatomy, radiography, clinical physiology, student engagement.

M3 - Conference contribution

BT - Unknown Host Publication

PB - Centre for Higher Education Research and Practice

T2 - CHEP Inaugural Symposium

Y2 - 6 April 2009

ER -