TY - CONF

T1 - The art of anatomy teaching

AU - Finn, Gabrielle

AU - Curtis, Fiona

PY - 2010

Y1 - 2010

N2 - Anatomy is a subject steeped in tradition, commonly taught using cadaveric specimens. However, in practice, doctors generally deal with the body in its living form. This includes physical examination and medical imaging.With this in mind, we have devised an anatomy curriculum which challenges the expected tradition of dissection based teaching. Durham utilises a diverse range of teaching modalities which incorporates innovative technologies and art –based approaches as part of a blended learning environment.Our teaching methods also explore the relationship between aesthetic impact, sociological significance and technical learning about the human body through the medium of body painting and other highly visual approaches. These include the projection of images on the surface of the body, and use of ‘wearable art’ in the form of garments with both artistic and medical meanings.Students’ learning transfers from surface to deep through the use of these different teaching tools. We engage students with technology by using an audience response system (Keepad™), and by streaming lectures using Recap. Technologies, such as ultrasound, once restricted to hospital use, are now fully integrated into our student-centred curriculum. This enables a ‘living anatomy’ focus and maintains a clinical context to all teaching.These approaches benefit our diverse student cohorts which include visual, kinesthetic, tactile and auditory learners. It is enjoyed as an adjunct to didactic lectures. In addition, we consciously aim to engage students in discussions about the relationship between art, aesthetics, technology, and medicine through these media.In this presentation we aim to give an overview of our diverse range of approaches, and explain the associated benefits of using each.

AB - Anatomy is a subject steeped in tradition, commonly taught using cadaveric specimens. However, in practice, doctors generally deal with the body in its living form. This includes physical examination and medical imaging.With this in mind, we have devised an anatomy curriculum which challenges the expected tradition of dissection based teaching. Durham utilises a diverse range of teaching modalities which incorporates innovative technologies and art –based approaches as part of a blended learning environment.Our teaching methods also explore the relationship between aesthetic impact, sociological significance and technical learning about the human body through the medium of body painting and other highly visual approaches. These include the projection of images on the surface of the body, and use of ‘wearable art’ in the form of garments with both artistic and medical meanings.Students’ learning transfers from surface to deep through the use of these different teaching tools. We engage students with technology by using an audience response system (Keepad™), and by streaming lectures using Recap. Technologies, such as ultrasound, once restricted to hospital use, are now fully integrated into our student-centred curriculum. This enables a ‘living anatomy’ focus and maintains a clinical context to all teaching.These approaches benefit our diverse student cohorts which include visual, kinesthetic, tactile and auditory learners. It is enjoyed as an adjunct to didactic lectures. In addition, we consciously aim to engage students in discussions about the relationship between art, aesthetics, technology, and medicine through these media.In this presentation we aim to give an overview of our diverse range of approaches, and explain the associated benefits of using each.

KW - anatomy

KW - medical education

KW - audience response systems

KW - lecture capture

KW - e-learning

KW - body painting

KW - ultrasound

M3 - Conference paper

T2 - North East Universities (3 Rivers Consortium) Third Regional Learning and Teaching Conference

Y2 - 30 March 2010

ER -