Body Painting Promotes Significant Learning in Teaching Human Anatomy

Abstract

Body painting is an important tool in the process of teaching and learning anatomy in undergraduate courses, being a valuable tool in the construction of knowledge mainly in places with corpse acquisition deficiencies for the anatomical study. This technique has been seen as a method to improve learning in the teaching of anatomy, since it is not restricted only to the organ expressed in the drawing, but also its topographic location of the organs. Based on these premises the objective of this work was to investigate if body painting promotes significant learning of human anatomy. For this, a descriptive exploratory study with a quantitative approach was carried out through the application of a semistructured questionnaire with 80 students from three health sciences courses during two consecutive semesters. The data were statistically analyzed using the square test and the Kruskal Wallis test using the Graph Pad Prism version 6.0 software. The data presented a value of p <0.05. The values obtained for each group were expressed in median ± e.p. It was found that there was no statistically significant difference in age. It was found that 95% of the students preferred teaching with body painting while 5% preferred the traditional one. Regarding the adequacy of the learning objectives 3.08 ± 0.6337 (score from 0 to 5) stated that the objectives were achieved. It was observed that 100% of students consider painting promote meaningful learning. When analyzing the consideration of the interviewees about the importance of bodypaint for the construction of knowledge, an expressive result was observed regarding the use of this methodology, being approved by 97% of the students. It can be observed that body paint has great potential as a tool for teaching anatomy, since it stimulates and promotes the learning process, revealing as a positive and useful educational experience for these subjects. Thus, it is important to incorporate this technique as a routine teaching method, in view of the satisfactory results observed in the study and the provided educational aid.Support or Funding InformationUFCThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.