Perception of medical students towards the clinical relevance of anatomy

Moxham, B.J.; Plaisant, Odile

doi:10.1002/ca.20453

Cited by 140 publications

(134 citation statements)

References 21 publications

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“…Studies show that medical students identify Anatomy to be a crucial component of clinical medicine (Moxham and Plaisant, 2007). As can be seen from Figure 1, students at SGUL were positive about the changes in the scheme of assessment toward a greater weighting of Anatomy.…”

Section: Discussionmentioning

confidence: 93%

Assessment drives learning: An unavoidable truth?

Wormald

Schoeman

Somasunderam

et al. 2009

Anatomical Sciences Ed

230

148

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The debate around which factors drive medical students' learning is ongoing and controversial. What is the influence of an assessment's weighting on the motivation of students to study the particular subject? One medical school in London is in a unique position to investigate this question. At our institution, the weighting of Anatomy within the overall scheme of assessment has changed twice in recent years, a trend of increased weighting. This enabled a comparative investigation into the effect these changes have had on the students' motivation to learn Anatomy. A five‐point Likert‐scale questionnaire survey was used to evaluate students. A section within a broad survey of Anatomy teaching and learning at our institution was dedicated to the evaluation of the amount of weighting Anatomy received within the assessment structure and the effect this had on students' motivation toward learning the subject. Increasing Anatomy's weighting within the scheme of assessment produced a dramatic increasing trend toward students' motivation to learn Anatomy. The weighting of Anatomy has a profound effect on students' motivation to learn it. Although multifactorial and complex in nature, medical students' self‐reported drive to study a subject is directly influenced by the weighting of the subject in the overall scheme of assessment. Anat Sci Educ 2:199–204, 2009. © 2009 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 93%

Assessment drives learning: An unavoidable truth?

Wormald

Schoeman

Somasunderam

et al. 2009

Anatomical Sciences Ed

230

148

View full text Add to dashboard Cite

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“…Anatomy, like any other taught module, needs to be constantly revised and examined to demonstrate competency, especially when integrated into the clinical setting as students and even after graduation (Pabst, 2002;Moxham and Plaisant, 2007). Yet, graduates are expected to retain and rely on the knowledge from their preclinical years for the rest of their careers.…”

Section: Significance Of Anatomy Educationmentioning

confidence: 99%

The anatomy of anatomy: A review for its modernization

Sugand

Abrahams

Khurana

2010

Anatomical Sciences Ed

820

815

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Anatomy has historically been a cornerstone in medical education regardless of nation or specialty. Until recently, dissection and didactic lectures were its sole pedagogy. Teaching methodology has been revolutionized with more reliance on models, imaging, simulation, and the Internet to further consolidate and enhance the learning experience. Moreover, modern medical curricula are giving less importance to anatomy education and to the acknowledged value of dissection. Universities have even abandoned dissection completely in favor of user-friendly multimedia, alternative teaching approaches, and newly defined priorities in clinical practice. Anatomy curriculum is undergoing international reformation but the current framework lacks uniformity among institutions. Optimal learning content can be categorized into the following modalities: (1) dissection/prosection, (2) interactive multimedia, (3) procedural anatomy, (4) surface and clinical anatomy, and (5) imaging. The importance of multimodal teaching, with examples suggested in this article, has been widely recognized and assessed. Nevertheless, there are still ongoing limitations in anatomy teaching. Substantial problems consist of diminished allotted dissection time and the number of qualified anatomy instructors, which will eventually deteriorate the quality of education. Alternative resources and strategies are discussed in an attempt to tackle these genuine concerns. The challenges are to reinstate more effective teaching and learning tools while maintaining the beneficial values of orthodox dissection. The UK has a reputable medical education but its quality could be improved by observing international frameworks. The heavy penalty of not concentrating on sufficient anatomy education will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face dire repercussions. Anat Sci Educ 3:83-93, 2010.

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“…Although many studies elaborate on how anatomy should be taught, very few focus on student perceptions of anatomical teaching (Lempp, 2005;Moxham & Plaisant, 2007;Azer & Eizenberg, 2007;Pabst, 2009;Notebaert, 2009). According to Bergman et al (2013), students have strong opinions about their anatomical knowledge.…”

Section: Introductionmentioning

confidence: 99%

Learning Anatomy Through Dissection: Perceptions of a Diverse Medical Student Cohort

Wyk

Rennie

2015

Int. J. Morphol.

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SUMMARY:The debate on how best to teach anatomy and the central role of cadaveric dissections in medical training remains topical even today. Despite the use of a variety of teaching methodologies e.g. prosected specimens, plastinated specimens, cadaveric dissection and computer-assisted learning, the amount of time dedicated to a full body human dissection programme, its clinical relevance and whether it promotes deeper learning has become a bone of contention in problem-based learning context. The implementation of student centred, PBL curricula means that students' learning is autonomous, and studies suggest the link between students' approaches to learning with their perceptions of their learning environment. Therefore, this study explored the perceptions of an educationally diverse medical student cohort in a 5 year problem-based learning programme who learned anatomy through the dissection method, elaborating on the value of this subject to their medical studies. Quantitative and qualitative data was collected and thematically analysed. One hundred students of the MBChB2 cohort (44%) completed the questionnaire. The majority of the respondents (70%) reported a positive experience during anatomical dissection in terms of visual and clinical application whilst gaining anatomy understanding and skill. Students with prior educational qualifications (mature) and first time school leavers voiced similar complaints. Student responses differed qualitatively on how they benefitted from the dissection. This study confirms that dissection remains an effective method for basic anatomy teaching even in PBL contexts. It concludes with strategies to enhance the learning experiences of educationally diverse students.

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Perception of medical students towards the clinical relevance of anatomy

Cited by 140 publications

References 21 publications

Assessment drives learning: An unavoidable truth?

Assessment drives learning: An unavoidable truth?

The anatomy of anatomy: A review for its modernization

Learning Anatomy Through Dissection: Perceptions of a Diverse Medical Student Cohort

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