Influences on anatomical knowledge: The complete arguments

Abstract

Eight factors are claimed to have a negative influence on anatomical knowledge of medical students: (1) teaching by nonmedically qualified teachers, (2) the absence of a core anatomy curriculum, (3) decreased use of dissection as a teaching tool, (4) lack of teaching anatomy in context, (5) integrated curricula (problem-based learning or systems-based curricula), (6) inadequate assessment of anatomical knowledge, (7) decreased anatomy teaching time, and (8) neglect of vertical integration of anatomy teaching. A recent review revealed a lack of evidence underpinning any of the claims owing to the poor quality of papers, and recommendations were made for education and research on teaching in context and the implementation of vertical integration and of assessment strategies. In this article, we will describe the alleged factors fully, revealing additional recommendations for improving anatomy education by promoting recognition for teaching in institutions, by enhancing the professional recognition of anatomists through the implementation of a national postgraduate training program, and by encouraging anatomists to participate in educational research.

Rethinking Anatomy: How to Overcome Challenges of Medical Education’s Evolution

“…in Faculty of Medicine, University of Porto (FMUP), the hours dedicated to anatomy courses decreased from 309 hours to 180.5 hours after the curricular reform of 2013), but also there is usually a lack of rational adaptation of the Anatomy program to the new curriculum, in order to contextualize the gross anatomy teaching with the clinical practice. 8,12 In this context, the introduction of laparoscopic and endoscopic procedures in various fields of diagnostic medicine and surgery parallel with the evolution of medical imaging techniques, such as magnetic resonance imaging (MRI) or computed tomography (CT), providing new approaches to human body visualization. [13][14][15] Therefore, considering the augmented importance that medical imaging and endoscopic techniques have in clinical practice, the clinically oriented knowledge of topographic and cross-sectional anatomy approach is perhaps more relevant than the classical gross anatomy approach.…”

“…16 As a consequence, there may be a lack of experienced professionals to teach Anatomy, as the decrease of medical/ non-medical teaching staff ratio become evident, along with the shift of Anatomy departments agenda from teaching to research activities. 12,17 Additionally, logistical and financial constraints imply new burdens regarding the sustainability of the dissecting room/ Anatomy theatre and of the cadaveric material (cadavers need to be correctly transported, dissected, stored and finally precautions need to be taken for their respectful disposal). 12 The availability of cadaveric material is a limiting factor in dissection/prosection teaching.…”

“…12,17 Additionally, logistical and financial constraints imply new burdens regarding the sustainability of the dissecting room/ Anatomy theatre and of the cadaveric material (cadavers need to be correctly transported, dissected, stored and finally precautions need to be taken for their respectful disposal). 12 The availability of cadaveric material is a limiting factor in dissection/prosection teaching. The lack of cadaveric donations and the friability of cadaveric material with its constant usage encourage some departments to abandon its handling.…”

Human Organisms from an Evolutionary Perspective: Its Significance for Medicine

“…On the academic side, the somewhat slow transition from lecture and cadaver dissection training/learning to technology-based training/learning has given this discipline a somewhat dull image, resulting in subpar dissemination of knowledge at both undergraduate and medical school venues. On the economic side, labs and instructors are costly resulting in a lack of infrastructure upkeep (Turney 2007 andBergman et al 2014). Despite the many in-house battles regarding pedagogy and funding, there appears to be some consensus that a balance must be achieved between traditional learning styles and technology-driven approaches in the face of scarce resources.…”

Tempora mutantur… et nos? A magyar anatómiaoktatás jövője a német trendek tükrében

“…Az orvosképzés és külö-nösen az elméleti intézetek jelentős utánpótlásgondokkal küzdenek. Ahogy Nyugat-Európában számos egyetemen, úgy hazánkban is megnövekedett az anatómiai inté-zetekben az oktatásban involvált nem orvos végzettségű kollégák aránya, és erre a tényre sokan mint a kikerülő orvosok anatómiai ismereteit befolyásoló egyik fontos té-nyezőre tekintenek, bár az összefüggés igazolására irodalmi kimutatás jelenleg nem áll rendelkezésre [5]. Az elmé-leti intézetek lehetőségeit jórészt a tudományos kutatási teljesítmény határozza meg, és az oktató-tantárgyfejlesztő munka egyetemi karrier szempontjából való megbecsülé-se, sajnos, nem azonos a kutatási publikációkéval.…”