<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712020000200203</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v44.2-20190162</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Eficácia do Body Painting no Ensino-Aprendizagem da Anatomia: um Estudo Randomizado]]></article-title>
<article-title xml:lang="en"><![CDATA[Efficacy of Body Painting in the Teaching and Learning of Anatomy: a Randomized Study]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Leonam Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Adrianna Torres da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ponte]]></surname>
<given-names><![CDATA[Marina Lages da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Mateus Nunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa Júnior]]></surname>
<given-names><![CDATA[Severino Cavalcante de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Samuel Pires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto de Educação Superior do Vale do Parnaíba Faculdade de Ciências Humanas, Exatas e da Saúde do Piauí ]]></institution>
<addr-line><![CDATA[Parnaíba Piauí]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Parnaíba Piauí]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712020000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712020000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712020000200203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  Existem diferentes metodologias no ensino-aprendizagem da anatomia na graduação médica, como o uso de simuladores, exames de imagens, Body Painting, entre outros. O Body Painting é uma forma de arte corporal em que a pele humana é pintada, sendo projetados na superfície corporal músculos, veias, ossos, nervos e órgãos internos. Buscando adaptações à crescente falta de peças cadavéricas e atender às novas exigências curriculares das escolas médicas, esta pesquisa objetivou avaliar a aquisição do conhecimento anatômico da caixa torácica (costelas, cartilagens, músculos intercostais, esterno e linhas torácicas), da laringe, da traqueia, do nariz e dos seios paranasais com o uso do Body Painting em comparação ao uso de peças cadavéricas, além de conhecer e analisar a percepção e o significado sobre o método Body Painting no ensino-aprendizagem da anatomia para os graduandos em Medicina.  Método: Para isso, realizou-se uma pesquisa qualitativo-quantitativa. Com relação à parte quantitativa, este foi um estudo controlado randomizado antes e depois das intervenções. Estudantes do final do primeiro ano da graduação médica foram aleatoriamente alocados em dois grupos: 22 no grupo do Body Painting e 24 no grupo com cadáver. Em ambos os grupos, realizaram-se um pré-teste e um pós-teste. Aplicou-se o teste de normalidade da amostra e utilizou-se o teste não paramétrico da soma de postos de Wilcoxon para comparação dos escores dos postos obtidos por cada grupo no pré e pós-teste. Além disso, realizou-se uma abordagem qualitativa com a aplicação da escala Likert e o uso de um grupo focal para analisar as percepções discentes sobre esse método.  Resultados:  Quando se compararam os escores medianos dos postos das notas do pré-teste no grupo Body Painting com os obtidos no grupo cadáver, não houve diferença estatística. Isso demonstrou que os grupos eram homogêneos em relação ao nível do conhecimento prévio. Já o somatório dos postos das notas do pós-teste no grupo Body Painting foi superior ao do grupo cadáver, havendo diferença estatística quando se comparou a mediana dos escores dos postos entre esses grupos.  Conclusões:  Neste estudo, verificou-se que a aquisição de conhecimentos anatômicos da caixa torácica (costelas, cartilagens, músculos intercostais, esterno e linhas torácicas), da laringe, da traqueia, do nariz e dos seios paranasais com o uso do Body Painting foi ligeiramente superior à adoção de peças cadavéricas. A nudez parcial pode ser vista, inicialmente, como um empecilho ao método, mas isso pode ser superado após a vivência e o engajamento dos alunos nas sessões de pintura corporal. O Body Painting, segundo a percepção discente, facilita o processo de ensino-aprendizagem ao aproximar a teoria da prática e ao permitir associações, propiciando assim uma aprendizagem significativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  There are different methodologies in teaching and learning anatomy to medical undergraduate students, such as the use of simulators, imaging, Body Painting, among others. Body Painting is a form of body art where human skin is painted, with muscles, veins, bones, nerves and internal organs being projected on the body surface. Seeking adaptations to the growing lack of cadaverous parts and meeting the new curricular demands of medical schools, this research aimed to evaluate the acquisition of anatomical knowledge of the rib cage (ribs, cartilage, intercostal muscles, sternum and thoracic lines), larynx, trachea, nose and paranasal sinuses, with the use of Body Painting compared to the use of cadaverous parts, in addition to understanding and analyzing the perception and meaning of the Body Painting method in teaching and learning anatomy to medical undergraduate students.  Method: For this purpose, a qualitative and quantitative research was performed. Regarding the quantitative part, this was a randomized controlled trial before and after the interventions. Students at the end of the first year of medical school were randomly allocated to two groups, 22 in the Body Painting group and 24 in the Corpse group. In both groups a pretest and a posttest were performed. The sample normality test was applied, and the non-parametric Wilcoxon rank sum test was used to compare the rank scores obtained by each group in the pretest and posttest. In addition, a qualitative approach was performed with the application of the Likert scale and the use of a focus group to analyze student perceptions about this method.  Results:  In the results, there was no statistical difference when comparing the median scores of the pre-test grades in the Body Painting group with the Corpse Group. This showed that the groups were homogeneous in relation to the level of prior knowledge. The sum of the posttest scores in the Body Painting group was higher than that in the Corpse group, with a statistical difference when comparing the median of the rank scores between these groups.  Conclusions: In this study, it was found that the acquisition of anatomical knowledge of the rib cage (ribs, cartilage, intercostal muscles, sternum and thoracic lines), larynx, trachea, nose and paranasal sinuses with the use of Body Painting was slightly superior to the use of cadaverous parts. Partial nudity may initially be seen as a hindrance to the method, but this can be overcome after students experience and engage in body painting sessions. Body Painting, according to student perception, facilitates the teaching-learning process by bringing theory closer to the practice and allowing associations, thus providing meaningful learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Anatomia]]></kwd>
<kwd lng="pt"><![CDATA[Pintura]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Anatomy]]></kwd>
<kwd lng="en"><![CDATA[Painting]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Medical Education.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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