Survey of clinicians' attitudes to the anatomical teaching and knowledge of medical students

Waterston, Stuart W.; Stewart, I. J.

doi:10.1002/ca.20101

Cited by 213 publications

(198 citation statements)

References 7 publications

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“…So-called ''anatomical ignorance'' has resulted in a steady upraise of surgical malpractice and litigation (Waterston and Stewart, 2005), most likely due to damage to underlying structures (32% frequency) as found by the Medical Defense Union in vascular and general surgery from 1990 to 2000 (Goodwin, 2000). As a consequence, popularized media cases of medical litigation will diminish the faith of the general population as well as necessitating large fiscal compensations; both which cannot be sustained by a free-forall healthcare system in the United Kingdom.…”

Section: Medico-legal Casesmentioning

confidence: 99%

The anatomy of anatomy: A review for its modernization

Sugand

Abrahams

Khurana

2010

Anatomical Sciences Ed

816

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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Section: Medico-legal Casesmentioning

confidence: 99%

The anatomy of anatomy: A review for its modernization

Sugand

Abrahams

Khurana

2010

Anatomical Sciences Ed

816

815

View full text Add to dashboard Cite

show abstract

“…Anatomy instruction in clinical education is confronted with three challenges: first, the integration of basic science with clinical cases (AAMC-HHMI, 2009); second, the general need to shorten formal anatomy instruction to allow for new content to be added to the school-wide curriculum (Drake et al, 2002;Heylings, 2002;Drake et al, 2009;Gregory et al, 2009), while addressing the concern that medical students were ill-prepared in anatomy when entering clerkships and residency programs (Collins et al, 1994;Gordinier et al, 1995;Cottam, 1999;DiCaprio et al, 2003;Prince et al, 2005;Waterston and Stewart, 2005;Fitzgerald et al, 2008); and third, the value of dissection versus, technology-supported alternatives (Latman and Lanier, 2001;Heylings, 2002;McMillen et al, 2004;Granger et al, 2006;Trelease, 2006;Granger and Calleson, 2007;Winkelmann, 2007;Bergman et al, 2008;Trelease, 2008). These challenges have been faced with varying success by a number of medical schools that experimented with the design of their anatomy course .…”

Section: Introductionmentioning

confidence: 99%

Design, implementation, and evaluation of an innovative anatomy course

Rizzolo

Rando

O’Brien

et al. 2010

Anatomical Sciences Ed

100

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Starting in 2004, a medical school gross anatomy course faced with a 30% cut in hours went through an extensive redesign, which transformed a traditional dissection course into a course with a clinical focus, learning societies, and extensive on-line learning support. Built into the redesign process was an extensive and ongoing assessment process, which included student focus groups, faculty development, surveys, and examinations. These assessments were used formatively, to enhance the course from year to year, and summatively, to determine how well the course was meeting the new learning objectives. The assessments from focus groups and faculty development prompted changes in support structures provided to students and the training and preparation of faculty. Survey results showed that, after student satisfaction declined the first year, satisfaction increased steadily through the fourth iteration as the course gained acceptance by students and faculty alike. There was a corresponding increase in the performance of students on course examinations. An additional examination given to students one and a half and three years after their anatomy course ended demonstrated the redesigned course's long-term effectiveness for retaining anatomical knowledge and applying it to clinical cases. Compared to students who took the original course, students who took the shorter, more clinical course performed as well, or better, on each section of the examination. We attribute these positive results to the innovative course design and to the changes made based on our formative assessment program. Anat Sci Educ 3: 109-120, 2010.

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“…Clinical tutors have expressed concerns about students' lack of anatomical knowledge and expressed the need to develop anatomical teaching (Waterston and Stewart, 2005). Our current study has shown that senior medical students also feel there is a need for anatomical and basic science teaching to be revisited in a structured fashion with specific teaching packages during the later years of study ( Figs.…”

Section: Discussionmentioning

confidence: 75%

“…This was confirmed recently in a study of clinical tutors with two thirds of them indicating that medical students' level of anatomical knowledge was poor (Waterston and Stewart, 2005). In view of these findings, there is a concern that anatomical knowledge amongst medical students and newly qualified doctors may be at a level whereby the practicing of safe medicine and, thus patient safety, could be compromised.…”

Section: Introductionmentioning

confidence: 75%

Student views on the introduction of anatomy teaching packages into clinical attachments

et al. 2008

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Following the implementation of the GMC document Tomorrow's Doctors in 1993 the amount of time dedicated to anatomy in undergraduate curricula has been reduced. This has resulted in considerable disquiet among physicians and surgeons with regard to the anatomical knowledge of newly qualified doctors, and also amongst students. This study aimed to assess the perceived student need for anatomical teaching packages to support clinical attachments in the later years of the undergraduate medical curriculum. The views of two groups of students were obtained: Group A were at the beginning of their clinical attachments, whereas Group B had completed all clinical attachments and had sat the final examination. The majority of students indicated that there was a need for the development of a teaching package for anatomy (and other basic sciences) in the later stages of the undergraduate medical curriculum. A high proportion stated that the completion of these packages should be in a selfdirected manner with a staff member available. There was a difference between both groups in response to the best time to offer the packages, and in the clinical areas which might be prioritized in such a development. We conclude that the vertical integration of anatomy-perhaps through clinically focused teaching packages-would be welcomed by students as part of their clinical attachments. Clin. Anat. 22:267-272, 2009. V V C 2008 Wiley-Liss, Inc.

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Survey of clinicians' attitudes to the anatomical teaching and knowledge of medical students

Cited by 213 publications

References 7 publications

The anatomy of anatomy: A review for its modernization

The anatomy of anatomy: A review for its modernization

Design, implementation, and evaluation of an innovative anatomy course

Student views on the introduction of anatomy teaching packages into clinical attachments

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