Back to basics

Leong, Siew Meng

doi:10.1002/(sici)1098-2353(1999)12:6<422::aid-ca4>3.0.co;2-v

Cited by 31 publications

(19 citation statements)

References 10 publications

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“…Yet there is scant published evidence on outcomes underlying many of these varied teaching styles and techniques. Much simply relies on perceptions of the learning experience and course feedback from students [25]. Frequently these support the particular style of teaching employed by the author rather than attempting a critical appraisal [14].…”

Section: Anatomy Crisismentioning

confidence: 99%

“…One point universally agreed is the reduction in time allocated to anatomy teaching across North America, the UK, Europe, Asia, and Australasia [24,25,[56][57][58][59]. Time spent studying anatomy is worthless without quality teaching resources underpinning it, yet many have used this reduction as an indicator of declining standards [14].…”

Section: Decline In Undergraduate Knowledge Of Anatomymentioning

confidence: 99%

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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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Section: Anatomy Crisismentioning

confidence: 99%

Section: Decline In Undergraduate Knowledge Of Anatomymentioning

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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“…Foram utilizados recursos do modo M para a aquisição de parâmetros das estruturas cardíacas, tais como: tamanho, espessura, massa e desempenho contrátil (fração de ejeção Os usuários deveriam "concordar plenamente", "concordar", ser "indiferente", "discordar" ou "discordar plenamente", conforme a escala de Likert 22 . Esse questionário também continha um campo aberto onde o usuário era estimulado a relatar sua impressão sobre aspectos positivos e negativos do software utilizado, assim como a fazer comentários, críticas e sugestões que julgasse importantes [25][26][27][28] . O valor de corte recomendado para o cálculo da correlação linear envolvendo a pontuação na asserção e o total de pontos no instrumento, por respondente, é de r³ 0,30 25 .…”

Section: Desenvolvimento Do Softwareunclassified

Software interativo: ecocardiografia na avaliaçao da hipertensao arterial

Segamarchi

Almeida

Moraes

2014

Rev. bras. educ. med.

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“…Teaching staffs observed that during demonstrations on prosected specimens, students were rather passive (Leong, 1999). The above issues should be taken into account in the development of an anatomy curriculum, especially for Asia's medical students.…”

Section: Practice Pointsmentioning

confidence: 99%

Students’ evaluation on a two-stage anatomy curriculum

Leung

Lue

et al. 2006

Medical Teacher

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This study evaluated students' perspectives of the two-stage anatomy course, which is designed to retain the time-honored tradition of cadaver dissection and to include innovative components into anatomy education. A total of 94 sixth-year medical students completed a questionnaire survey at the end of the second stage anatomy course. The results showed that more than half of the students were satisfied with the twostage anatomy course. Students found that cadaver dissection was most helpful in learning anatomy. The two-stage anatomy course can enhance understanding and memory of anatomical knowledge. However, students disagreed on whether or not the two-stage course can reduce the burden of learning or that the parallel study of anatomy and the 'Life and Death' course could change their attitude toward death more effectively. National Licensing Examination revealed no obvious change after the implementation of the new anatomy course. Traditional and innovative components in anatomy curriculum could coexist in harmony. We provided an alternative for those who wanted to retain cadaver dissection in a reformed curriculum. Further study is needed to evaluate the adequacy of anatomy knowledge and student performance in the long run.

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Back to basics

Cited by 31 publications

References 10 publications

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

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

Software interativo: ecocardiografia na avaliaçao da hipertensao arterial

Students’ evaluation on a two-stage anatomy curriculum

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