Portal de Periódicos da CAPES

Does ‘doing art’ inform students' learning of anatomy?

2005; Wiley; Volume: 39; Issue: 5 Linguagem: Inglês

10.1111/j.1365-2929.2005.02165.x

1365-2923

Tracey Collett, J. McLachlan,

Digital Imaging in Medicine

Context and setting This exploration targeted 1st and 2nd year students at the Peninsula Medical School, UK. Thirty students volunteered; 6 were able to take part. Why the idea was necessary Dissection is seen as the paradigm of anatomy teaching. However the Peninsula Medical School has decided to replace use of the cadaver with living anatomy and medical imaging. It is hoped that this decision will also encourage compassionate and empathic attitudes towards the human body. In keeping with this line of thinking, we speculated that ‘doing art’ might profoundly inform students' learning of anatomy. For example, life drawing involves a way of looking at the body that may highlight body diversity, the beauty of the body and the subjectivity of the individual. What was done We organised a project called ‘The Body through Art’. Facilitated by a local artist and based at his studio, the project consisted of 10 three hour sessions; one per week. The emphasis in each session was on life drawing, with some sculpting. One male and two female life models participated in the project at different times. Ethical approval for the research was obtained from the Peninsula Medical School Ethics Committee. Students gave their informed consent after oral and written briefing on confidentiality, anonymity and the right to withdraw. The students' experience was evaluated using ‘before’ and ‘after’ semi-structured interviews. In addition, the researcher participated in each session. Evaluation of results and impact All of the students enjoyed participating in the project. The students felt that their ability for life drawing had improved. Their knowledge of anatomy had helped with the drawing: however, the drawing had not helped improve their content knowledge of anatomy. They suggested that the project had improved their clinical skills in terms of hand-eye co-ordination. They particularly appreciated the opportunity of undertaking an art related activity. Importantly, through encouraging attention to detail, the students stated that the project had provided them with a rich insight into the ‘beauty of the body’. Moreover it was clear that art fostered an appreciation for individual experience and feeling, as well as an insight into cultural stereotypes surrounding attractiveness, nakedness and sexuality. The students also reflected on the role of medics and the doctor–patient relationship. These insights appeared to inform the students' main contention that art had improved their capacity to ‘observe critically’. Being able to observe critically was described as the ability to ‘look at the individual in certain ways’ so as to build up a better understanding of him or her. This ‘better understanding’ it was argued, then informs decision making and communication of information. The findings suggest that the opportunity to do art alongside regular anatomy classes would be welcomed by a significant number of medical students. In addition, undertaking an art project appears to enrich students' understanding of the body and wider cultural issues relating to the context of the body. Three students are continuing their art studies on a voluntary basis.