Abstract
This article was migrated. The article was marked as recommended. The purpose of this study is to briefly present the unique relationship between art and anatomy and propose the use of art in teaching surface anatomy, evaluating its effectiveness through a randomized control study. The use of art paintings in teaching surface anatomy to undergraduate medical students was investigated. In the "Surface Anatomy" student selected component (SSC), art paintings instead of classic anatomical images were used as an intervention (art group, n=30; control group, n=15) during six hours of revision lectures. Perceptions of students and impact of art paintings on performance were investigated. The vast majority of students considered the use of art paintings as an interesting approach, which made lectures more interesting and improved understanding. No impact on performance was observed since mean examination scores did not differ significantly (Control group:73.9±9.4; Art group:78.8±8.6, p=0.10). Students also stated that the use of art paintings moderately improved their level of art knowledge and proposed a visit to a museum for a live anatomy lesson using paintings and sculptures. In conclusion, the use for art paintings in teaching and learning surface anatomy is highly appreciated by students, seems to improve understanding and makes the educational process more interesting. It should be furtherly investigated to be considered for inclusion in future curricula.
Highlights
There is no better place to seek for the unique relationship between art and anatomy than the history of illustration
Giovanni Battista Canano employed Girolamo da Carpi to illustrate his descriptions of muscles of the arm and even Andreas Vesalius (1514-1564) employed a pupil of the great painter Titian, Jan Stephan Calcar, for his illustrations when publishing De Humani Corporis Fabrica in 1543 (Calkins, Franciosi and Kolesari, 1999). Could this unique association between anatomy and art be used in a contemporary context? Would it be possible to use paintings of all these renowned artists in today’s anatomy education? Can Leonardo Da Vinci, Raphael, Michelangelo and other renaissance painters teach anatomy to current medical students? The aim of this study is to assess the use of art paintings as a teaching modality in surface anatomy
Both groups used classic anatomical images during the rest of the semester. Considering that this is the first try to use art paintings in teaching and learning surface anatomy, this study could be used as a guide for future studies. Students enrolled in this student selected component (SSC) perceived the use of art paintings as a useful learning method which made lectures more interesting and improved understanding
Summary
There is no better place to seek for the unique relationship between art and anatomy than the history of illustration. Later in 350 B.C., Greeks tried to explain the structure and the function of the human body, and Aristoteles, from Stagira (384-322 B.C.), who was the first who used a variety of paradigms, schemata and diagrams to teach his students (O’Malley and Saunders, 1952) It is not until the dawn of Renaissance that a prominent personality, for the art and for the anatomy, makes its appearance. Except for the structure, Leonardo’s anatomical illustrations provided data for the function of the human body (Keele, 1979) Leonardo used his knowledge in order to teach other artists, especially Michelangelo and Raphael (Sterpetti, Fiori and Ventura, 2017). He was the first to use art to teach anatomy to others and his collection of anatomy artwork is still popular today
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