Integration of gross anatomy in an organ system‐based medical curriculum: Strategies and challenges

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The drivers for curricular change in medical education such as the addition of innovative approaches to teaching, inclusion of technology and adoption of different assessment methods are gaining momentum. In an effort to understand how these changes are impacting and being implemented in gross anatomy, microscopic anatomy, neuroanatomy/neuroscience, and embryology courses, surveys were sent out to course directors/discipline leaders at allopathic Medical Schools in the United States during the 2016-2017 academic year. Participants in the study were asked to comment on course hours, student experiences in the classroom and laboratory, amount of faculty participation, the use of peers as teachers in both the classroom and laboratory, methods used for student assessment and identification of best practices. Compared to data published from a similar survey in 2014, a number of changes were identified: (1) classroom hours in gross anatomy increased by 24% and by 29% in neuroanatomy/neuroscience; (2) laboratory hours in gross anatomy decreased by 16%, by 33% in microscopic anatomy, and by 38% in neuroanatomy/neuroscience; (3) use of virtual microscopy in microscopic anatomy teaching increased by 129%; and (4) the number of respondents reporting their discipline as part of a partially or fully integrated curriculum increased by greater than 100% for all four disciplines. Anat Sci Educ 11: 7-14. © 2017 American Association of Anatomists.

Section: Discussionmentioning

confidence: 71%

National survey on anatomical sciences in medical education

McBride

Drake

2017

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241

“…However, the most recent update on basic science instruction in a sampling of US medical schools shows significant reductions in course hours for gross anatomy and microanatomy (McBride and Drake, ). These changes are likely due to the implementation of integrated curriculums that have gained momentum in US schools (Van der Veken et al, ; Brauer and Ferguson, ; Brooks et al, ; Klement et al, ). McBride and Drake's survey also reported increases in the number of courses that were now part of an integrated curriculum compared to 2014: gross anatomy (94% vs. 53%), microanatomy (98% vs. 64%), neuroscience (96% vs. 25%), and embryology (92% vs. 77%).…”

Section: Discussionmentioning

confidence: 99%

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

Richardson-Hatcher

MacPherson

Gould

et al. 2018

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12-credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty-supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert-style and open-ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching-faculty responsibilities, adequately prepared them for teaching-related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516-524. © 2018 American Association of Anatomists.

“…Learning this way emulates how a clinician must eventually think, and there is an overwhelming amount of information one needs to learn in medicine that cannot feasibly be taught in only two years (Waterston and Stewart, 2005;Brooks et al, 2015). This desire is supported by the literature, which suggests that teaching basic sciences in a manner that is more consistent with clinical practice is advantageous as an integrated approach.…”

Section: Overall Analysis: Fourth-year Medical Students Residents Amentioning

confidence: 99%

Understanding the current anatomical competence landscape: Comparing perceptions of program directors, residents, and fourth‐year medical students

Fillmore

Brokaw

Kochhar

et al. 2015

A mixed methods survey of fourth-year medical students, resident physicians, and residency program directors at the Indiana University School of Medicine gathered perceptions of anatomical competence-defined as the anatomical education necessary for effective clinical practice. The survey items explored numerous aspects of anatomical competence, including the most effective modes of instruction, perceptions of readiness for clinical practice, and specific suggestions for improving anatomical education during medical school and residency. The response rate was 46% for fourth-year medical students, 47% for residents (as graduates from 137 medical schools), and 71% for program directors. A majority of students and residents reported that their course in Gross Anatomy prepared them well for clinical practice; that cadaveric dissection was important in the early development of their anatomical competence; and that placing a greater emphasis on clinical relevance in medical school would have improved their anatomical competence even further. However, in terms of anatomical preparedness upon entering residency, the program directors rated their residents less prepared than the residents rated themselves. All three groups agreed that there is need for additional opportunities for anatomical educational during medical school and residency. Suggestions for improving anatomical education included the following: providing more opportunities for cadaveric dissection during medical school and residency; more consistent teaching of anatomy for clinical practice; more workshops that review anatomy; and better integration of anatomy with the teaching of other subjects during medical school. Anat Sci Educ 9: 307-318. © 2015 American Association of Anatomists.