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An Exploration of Anatomists' Views toward the Use of Body Painting in Anatomical and Medical Education: An International Study
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Cookson, Natalie E.; Aka, Justine J.; Finn, Gabrielle M. – Anatomical Sciences Education, 2018
Previous research has explored the experiences of medical students using body painting as a learning tool. However, to date, faculty experiences and views have not been explored. This international qualitative study utilized a grounded theory approach with data collection through interviews with academics and clinicians who utilized body painting…
Descriptors: Medical Education, Medical Students, Teaching Methods, Grounded Theory
The Impact of Color and Role on Retention of Knowledge: A Body-Painting Study within Undergraduate Medicine
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Finn, Gabrielle M.; White, Pamela M.; Abdelbagi, Pamela M. – Anatomical Sciences Education, 2011
Body painting as a tool for teaching anatomy is becoming increasingly popular as it is fun and diffuses the formal academic context. Students claim bright color plays a significant role in retention of knowledge from painting sessions. Medical students (n = 117) were divided into two conditions: block color (CLR) and black outlines (BLK). Students…
Descriptors: Medical Students, Anatomy, Instructional Effectiveness, Student Attitudes
A Qualitative Study of Student Responses to Body Painting
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Finn, Gabrielle M.; McLachlan, John C. – Anatomical Sciences Education, 2010
One hundred and thirty-three preclinical medical students participated in 24 focus groups over the period 2007-2009 at Durham University. Focus groups were conducted to ascertain whether or not medical students found body painting anatomical structures to be an educationally beneficial learning activity. Data were analyzed using a grounded theory…
Descriptors: Grounded Theory, Medical Students, Cognitive Style, Visual Stimuli