A qualitative study of student responses to body painting

One hundred and thirty‐three preclinical medical students participated in 24 focus groups over the period 2007–2009 at Durham University. Focus groups were conducted to ascertain whether or not medical students found body painting anatomical structures to be an educationally beneficial learning activity. Data were analyzed using a grounded theory approach. Five principal themes emerged: (1) body painting as a fun learning activity, (2) body painting promoting retention of knowledge, (3) factors contributing to the memorability of body painting, (4) removal from comfort zone, and (5) the impact of body painting on students' future clinical practice. Students perceive body painting to be a fun learning activity, which aids their retention of the anatomical knowledge acquired during the session. Sensory factors, such as visual stimuli, especially color, and the tactile nature of the activity, promote recall. Students' preference for painting a peer or being painted is often dependent upon their learning style, but there are educational benefits for both roles. The moderate amounts of undressing involved encouraging students to consider issues surrounding body image; this informs their attitudes towards future patients. Body painting is a useful adjunct to traditional anatomy and clinical skills teaching. The fun element involved in the delivery of this teaching defuses the often formal academic context, which in turn promotes a positive learning environment. Anat Sci Educ 3:33–38, 2010. © 2009 American Association of Anatomists.     

Effective Engagement Strategies for Non-Tenure-Track Faculty in Precollege Mathematics Reform in Community Colleges

The success of efforts to improve student outcomes in precollege mathematics at community colleges hinges on engaging and supporting non-tenure-track faculty [NTTF], who comprise a significant proportion of precollege instructional staff. Although research suggests weak departmental support and barriers and constraints to NTTF engagement, no studies have focused specifically on NTTF in the context of precollege mathematics reform in community colleges. This qualitative case study fills a gap in our understanding through interviews with seven tenure-track faculty [TTF] and 11 NTTF from three departments participating in the Washington State Rethinking Pre-College Mathematics grant. The case study examines the nature and effectiveness of strategies and incentives developed by TTF to engage their NTTF peers in department-led reform of precollege mathematics. Each department was successful in securing NTTF engagement across a broad spectrum, using strategies that included offering perquisites, professional development, and targeted instructional support. The NTTF detailed some changes in their practice, such as diversifying classroom instruction and approaches to assessment. Strategies that successfully initiated engagement (e.g., compensation) differed from those that sustained engagement, with the latter leveraging NTTF interest in growing professionally in order to improve student outcomes and build professional relationships with peers. Findings inform the delivery of NTTF professional development by suggesting that education and training expand beyond the delivery of new content to include relationship building with other faculty. The study's findings also consider NTTF professional development to be a shared responsibility among departments, colleges, systems, and NTTF.     

Adaptive Functioning in Williams Syndrome: A Systematic Review

Literature on the level of adaptive functioning and relative strengths and weaknesses in functioning of individuals with Williams syndrome (WS) was reviewed. The electronic databases PsycINFO, PubMed, Expanded Academic, Web of Science, Scopus and ProQuest were searched electronically for relevant articles and dissertations using the search terms ‘Williams syndrome’ or ‘Williams-Beuren syndrome’ combined with ‘adaptive function*’, ‘adaptive behavio*’, ‘independ*’ and ‘autonomy’. Selection criteria included English language articles, theses and book chapters, participants with a diagnosis of Williams syndrome and inclusion of a standardised assessment of adaptive functioning. Twenty-two published articles and two PhD. dissertations (one subsequently published as a poster presentation) met the selection criteria for inclusion in the review. Fifteen investigated adaptive functioning in children and adolescents aged up to 19 years of age, five investigated adaptive functioning in adults and four included participants across a wider age range and included both children and adults. Along with identifying methodological issues, the review addressed the following areas: overall level of adaptive functioning in WS, domain strengths and weaknesses, evidence of heterogeneity, relationship to intellectual ability, changes with chronological age, relationship with maladaptive behaviour, gender differences and the potential influence of environmental factors which may be related to adaptive functioning in WS.