Enhancing Learning Performance and Soft Skills Development through Body Painting in Human Anatomy Education
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| Title: | Enhancing Learning Performance and Soft Skills Development through Body Painting in Human Anatomy Education |
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| Language: | English |
| Authors: | Oratai Weeranantanapan (ORCID |
| Source: | Anatomical Sciences Education. 2026 19(5):695-708. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Soft Skills, Skill Development, Academic Achievement, Human Body, Anatomy, Painting (Visual Arts), Nursing Students, Medical Students, Foreign Countries, Teaching Methods, Active Learning |
| Geographic Terms: | Thailand |
| DOI: | 10.1002/ase.70210 |
| ISSN: | 1935-9772 1935-9780 |
| Abstract: | Body painting is increasingly used in anatomy education to illustrate the relationship between anatomical structures and surface landmarks. While its role in knowledge retention is documented, its contribution to soft skill development remains underexplored. This study investigated the impact of body painting on learning performance in nursing students (control group) and medical science students (study group) and explored medical science students' perceptions of soft skill development. A total of 104 nursing and 87 medical science students at Suranaree University of Technology (SUT) participated. Both groups received lectures; however, the study group additionally engaged in body painting of the muscular system. By working in pairs, students painted structures, presented their body painting work, and answered peer-generated questions. Learning performance was evaluated using mean percentage scores (MPS) from examinations, while soft skills were assessed through five-point Likert ratings, frequency analysis, and open-ended responses. Results showed a significant difference in MPS between groups for the muscular system (**p < 0.01), though smaller than the differences for other topics taught without body painting, including the skeletal system (****p < 0.0001) and cardiovascular, respiratory, and urinary systems (***p < 0.001). Among below-average students, no significant difference was observed for the muscular system, whereas significant differences persisted for other systems. The study group reported high satisfaction (4.74 ± 0.47), with interaction and collaboration rated highest (4.85 ± 0.42). Additionally, students reported perceived improvements in teamwork (92.31%) and communication skills (83.52%). These findings support body painting as an effective active learning tool that enhances knowledge retention while fostering teamwork and communication. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506117 |
| Database: | ERIC |
| Abstract: | Body painting is increasingly used in anatomy education to illustrate the relationship between anatomical structures and surface landmarks. While its role in knowledge retention is documented, its contribution to soft skill development remains underexplored. This study investigated the impact of body painting on learning performance in nursing students (control group) and medical science students (study group) and explored medical science students' perceptions of soft skill development. A total of 104 nursing and 87 medical science students at Suranaree University of Technology (SUT) participated. Both groups received lectures; however, the study group additionally engaged in body painting of the muscular system. By working in pairs, students painted structures, presented their body painting work, and answered peer-generated questions. Learning performance was evaluated using mean percentage scores (MPS) from examinations, while soft skills were assessed through five-point Likert ratings, frequency analysis, and open-ended responses. Results showed a significant difference in MPS between groups for the muscular system (**p < 0.01), though smaller than the differences for other topics taught without body painting, including the skeletal system (****p < 0.0001) and cardiovascular, respiratory, and urinary systems (***p < 0.001). Among below-average students, no significant difference was observed for the muscular system, whereas significant differences persisted for other systems. The study group reported high satisfaction (4.74 ± 0.47), with interaction and collaboration rated highest (4.85 ± 0.42). Additionally, students reported perceived improvements in teamwork (92.31%) and communication skills (83.52%). These findings support body painting as an effective active learning tool that enhances knowledge retention while fostering teamwork and communication. |
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| ISSN: | 1935-9772 1935-9780 |
| DOI: | 10.1002/ase.70210 |
