TY - GEN
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
Y1 - 2009/4/6
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 -
