Anatomy teaching in the UK

Raftery, Andrew T.

doi:10.1016/j.mpsur.2006.11.002

Cited by 55 publications

(78 citation statements)

References 2 publications

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“…To date much of the literature around new curricular teaching and learning approaches has focused on 'subject content' (Older 2004;Patel & Moxham 2006Raftery 2006); however, this study gives rise to the question of process and relevant pedagogic tools in integrated medical curricula and perhaps suggests that this might be one of the new ways to go amongst a range of other innovative approaches in modern medical education curriculum design and delivery.…”

Section: T I Chinnah Et Almentioning

confidence: 96%

Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy

Chinnah¹,

Bere²,

Collett³

2010

Medical Teacher

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Background: Modern medical education teaching and learning approaches now lay emphasis on students acquiring knowledge, skills and attitudes relevant to medical practice. Aims: To explore students' perceived impacts of using hands-on approaches involving peer/life model physical examination and palpation in teaching and learning living human anatomy on their practice of physical examination of real patients. Methods: This study used exploratory focus groups and a questionnaire survey of years 3-5 medical students. Results: The focus group discussions revealed new insights into the positive impacts of the hands-on approaches on students' clinical skills and professional attitudes when dealing with patients. Students' exposure to the hands-on approaches helped them to feel comfortable with therapeutically touching unclothed patients' bodies and physically examining them in the clinical environment. At least 60% of the questionnaire survey respondents agreed with the focus group participants on this view. Over 75% also agreed that the hands-on experiences helped them develop good professional attitudes in their encounter with patients. Conclusions: This study highlights the perceived educational value of the hands-on approaches as a pedagogic tool with a positive impact on students' clinical skills and professional attitudes that helps in easing their transition into clinical practice.

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Section: T I Chinnah Et Almentioning

confidence: 96%

Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy

Chinnah¹,

Bere²,

Collett³

2010

Medical Teacher

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“…It should be studied and understood before the trainee gets to the operating table. 5 However, we maintain that things will not improve until pressure is put on the GMC and the deans of medical schools to adopt the excellent core syllabus of the Anatomical Society. This has to be a starting point.…”

Section: Prof D Hegdementioning

confidence: 97%

Letters to the Editor

2011

Bulletin

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“…Disagreements surround teaching styles, content, and the time dedicated to gross anatomical courses within the greater medical school curriculum [16]. Many anatomists and clinicians judge anatomy to be in a state of crisis, with traditional teaching marginalized [17,18]. Others dubbed with a more ''modernist'' approach are embracing new, often unproven, methods that have seen the end of dissection and even cadaveric-based teaching in some schools [19].…”

Section: Anatomy Crisismentioning

confidence: 99%

Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes

Hegazy¹

2015

IJCDA

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Doctors without anatomy are like a blind that deceives the road in the desert. Traditionalists perceive a decline in Anatomy knowledge and attribute it to the modern methods of teaching and learning. Reformers point to evidence that modern approaches offer equivalent results in assessment when compared to traditional courses. It seems that there are three aspects that need to be resolved: when, how much, and how to teach anatomy. In this study we reviewed more than 80 articles to conclude some guidelines which can help in improving anatomy learning outcomes in different medical curricula. Conclusions: We concluded that the challenge should not be to determine supremacy of one methodology over another but to maximize the learning benefit available from the different methods. In any model of medical curricula, a professional team of medical anatomists have to share in all the steps of curriculum building, the assessment tools and the final evaluation till the approval of the curriculum to: 1-Ensure that all the basic anatomical objectives are chronologically arranged and sufficiently covered in a suitable time and methodology without inflation of the curriculum by more sophisticated details which taught only for the postgraduate students and medical anatomists. 2-Prevent any restriction of important basic knowledge which will not be covered later on and will affect the physician medical practice. 3-Ensure that all the basic anatomical objectives are demonstrated with their clinical application without the sophisticated details of the clinical points which will be taught in details in the clinical years.

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Anatomy teaching in the UK

Cited by 55 publications

References 2 publications

Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy

Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy

Letters to the Editor

Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes

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