Efficacy of Body Painting in the Teaching and Learning of Anatomy: a Randomized Study

Abstract: Introduction: There are different methodologies in teaching and learning anatomy to medical undergraduate students, such as the use of simulators, imaging, Body Painting, among others. Body Painting is a form of body art where human skin is painted, with muscles, veins, bones, nerves and internal organs being projected on the body surface. Seeking adaptations to the growing lack of cadaverous parts and meeting the new curricular demands of medical schools, this research aimed to evaluate the acquisition of anatomical knowledge of the rib cage (ribs, cartilage, intercostal muscles, sternum and thoracic lines), larynx, trachea, nose and paranasal sinuses, with the use of Body Painting compared to the use of cadaverous parts, in addition to understanding and analyzing the perception and meaning of the Body Painting method in teaching and learning anatomy to medical undergraduate students. Method: For this purpose, a qualitative and quantitative research was performed. Regarding the quantitative part, this was a randomized controlled trial before and after the interventions. Students at the end of the first year of medical school were randomly allocated to two groups, 22 in the Body Painting group and 24 in the Corpse group. In both groups a pretest and a posttest were performed. The sample normality test was applied, and the non-parametric Wilcoxon rank sum test was used to compare the rank scores obtained by each group in the pretest and posttest. In addition, a qualitative approach was performed with the application of the Likert scale and the use of a focus group to analyze student perceptions about this method. Results: In the results, there was no statistical difference when comparing the median scores of the pre-test grades in the Body Painting group with the Corpse Group. This showed that the groups were homogeneous in relation to the level of prior knowledge. The sum of the posttest scores in the Body Painting group was higher than that in the Corpse group, with a statistical difference when comparing the median of the rank scores between these groups. Conclusions: In this study, it was found that the acquisition of anatomical knowledge of the rib cage (ribs, cartilage, intercostal muscles, sternum and thoracic lines), larynx, trachea, nose and paranasal sinuses with the use of Body Painting was slightly superior to the use of cadaverous parts. Partial nudity may initially be seen as a hindrance to the method, but this can be overcome after students experience and engage in body painting sessions. Body Painting, according to student perception, facilitates the teaching-learning process by bringing theory closer to the practice and allowing associations, thus providing meaningful learning.摘要： 引言：当前针对医学本科生的解剖学教学存在多种方法论，例如模拟器教学、影像教学、人体彩绘（Body Painting）等。人体彩绘是一种人体艺术形式，可将肌肉、静脉、骨骼、神经及内脏器官绘制于人体体表。鉴于尸体标本日益短缺的现状，并为满足医学院校新的课程要求，本研究旨在对比人体彩绘（Body Painting）与尸体标本两种教学方式下，医学生对胸廓（肋骨、软骨、肋间肌、胸骨及胸壁线）、喉、气管、鼻及副鼻窦的解剖知识掌握情况，同时剖析人体彩绘教学法在医学本科生解剖学教与学过程中的认知与价值。 方法：本研究采用定量与定性相结合的研究方案。其中定量部分为随机对照前后干预试验：将一年级期末的医学生随机分为两组，人体彩绘组22人，尸体标本组24人。两组均完成前测与后测。研究采用样本正态性检验，并使用非参数Wilcoxon秩和检验，对比两组在前测与后测中获得的秩得分差异。此外，本研究通过李克特量表（Likert scale）与焦点小组访谈开展定性研究，分析学生对该教学方法的认知评价。 结果：结果显示，人体彩绘组与尸体标本组的前测得分中位数无统计学差异，表明两组初始知识水平具有同质性。人体彩绘组的后测总分高于尸体标本组，两组秩得分中位数比较存在统计学差异。 结论：本研究表明，采用人体彩绘（Body Painting）进行教学时，医学生对胸廓（肋骨、软骨、肋间肌、胸骨及胸壁线）、喉、气管、鼻及副鼻窦的解剖知识掌握程度略优于尸体标本教学。尽管部分学生最初认为部分身体裸露可能成为该方法的阻碍，但在参与人体彩绘教学环节后，该顾虑可被消除。根据学生的反馈，人体彩绘通过拉近理论与实践的距离、促进知识关联，优化了教与学的过程，助力实现有意义学习。