Enhancing anatomy learning by combining body painting, ultrasound, clinical investigation and peer‐teaching

Traditional anatomy teaching to medical students is based on lectures, combined with practical courses using dissection, prosections or models, with delivery of content as a one‐way procedure from teachers to students. Anatomy teaching is often based on images, models and prosections of dead bodies, neglecting the dynamic live and functional aspect of anatomical structures. Anatomy is usually taught at the early stage of medical programs and the acquired knowledge is only occasionally enhanced and applied later in a clinical setting. The aim of our study was to enhance knowledge of anatomy, translate traditional first acquired knowledge into a more clinical setting focusing on functional/live anatomy, as well as teaching the students the tools and providing the opportunity to enhance self‐directed learning, literature research, team‐learning, oral communication/peer teaching, peer‐evaluation, writing skills and self‐reflection. The study was done with 20 students. The content focused on the locomotion system, including some major conditions. The students had learnt the basics of the locomotion system one year earlier through a dissection course. New knowledge was elaborated in small groups and delivered through peer‐teaching. Applied/clinical anatomy was enhanced through practical sessions using body painting, ultrasound and clinical investigation, supervised by an experienced anatomist and clinical teachers. The students reported on their learning experience through a reflective diary and by answering a questionnaire. The aims of the study were well achieved. The students enhanced their knowledge in anatomy and were highly satisfied with this new course and especially with the student‐focused activities in a clinically‐oriented setting.