The impact of curricular change on medical students' knowledge of anatomy

McKeown, Pascal; Heylings, David; Stevenson, Michael; McKelvey, K.J.; Nixon, Jon; McCluskey, David

doi:10.1046/j.1365-2923.2003.01670.x

Cited by 158 publications

(137 citation statements)

References 23 publications

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“…This belief is certainly not only confined to SGUL; a pan-London study found that 87% of consultants surgeons (from seven large NHS Trusts in and around London) deemed medical students' knowledge of Anatomy to be below average, and 72% believed that junior doctors' knowledge of Anatomy was substandard (Tibrewal, 2006). These concerns are shared by others in the United Kingdom and around the world (McKeown et al, 2003;Older, 2004;Turney, 2007;Dusseau et al, 2008) The recent changes in the weighting of Anatomy within the SGUL exam- Responses to ''The weighting of Anatomy in the assessment structure discouraged me from spending time learning my Anatomy. '' statement. ination system is likely to have resulted from the institution's attempt to correct this perceived deficiency.…”

Section: Discussionmentioning

confidence: 99%

“…However, when the scheme of assessment changed in 2005, it was mandatory to pass each theme of the two-year preclinical course separately. This model, which does not allow for compensation, has also been called for by other academics in institutions where a system-based basic science curriculum had been introduced (McKeown et al, 2003). The themes were Basic Clinical Sciences (BCS), Community and Population Health and Personal and Professional Development (CPH-PPD), and Patient and Doctor (PD).…”

Section: Introductionmentioning

confidence: 99%

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Assessment drives learning: An unavoidable truth?

Wormald

Schoeman

Somasunderam

et al. 2009

Anatomical Sciences Ed

229

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: 99%

Section: Introductionmentioning

confidence: 99%

Assessment drives learning: An unavoidable truth?

Wormald

Schoeman

Somasunderam

et al. 2009

Anatomical Sciences Ed

229

148

View full text Add to dashboard Cite

show abstract

“…Accommodating such a teaching method would involve increasing staff numbers or increasing staff hours but this clearly has major resourcing issues in view of limited staff resources and time. This is not only a local issue but one that is recognized at an international level (McKeown et al, 2003;Nicholson, 2005).…”

Section: Discussionmentioning

confidence: 99%

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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“…Developing CPD programmes is particularly pertinent within anatomical education due to its diminishing presence within broadening medical curricula [37][38][39]. Currently, numerous approaches to remedy this potential shortfall in anatomy knowledge have been proposed, including: demonstrating and teaching assistantship schemes [40], the creation of postgraduate training centres and the development of specific postgraduate anatomy qualifications, such as the Diploma in Surgical Anatomy run by the University of Dunedin in New Zealand [41].…”

Section: Introductionmentioning

confidence: 99%

An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals

Pickering

Swinnerton

2017

Med.Sci.Educ.

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Massive open online courses (MOOCs) remain a novel and under-evaluated learning tool within anatomical and medical education. This study aimed to provide valuable information by using an anatomy MOOC to investigate the demographic profile, patterns of engagement and selfperceived benefits to healthcare professionals. A 21-item survey aimed at healthcare professionals was embedded into the Exploring Anatomy: The Human Abdomen MOOC, in April 2016. The course attracted 2711 individual learners with 94 of these completing the survey, and 79 of those confirming they worked full-or part-time as healthcare professionals. Variations in use across healthcare profession (allied healthcare professional, nurse or doctor) were explored using a Fisher's exact test to calculate significance across demographic, motivation and engagement items; one-way ANOVA was used to compare self-perceived benefits. Survey data revealed that 53.2% were allied healthcare professionals, 35.4% nurses and 11.4% doctors. Across all professions, the main motivation for enrolling was to learn new things in relation to their clinical practice, with a majority following the prescribed course pathway and utilising core, and clinically relevant, material. The main benefits were in relation to improving anatomy knowledge, which enabled better support for patients. This exploratory study assessing engagement and self-perceived benefits of an anatomy MOOC has shown a high level of ordered involvement, with some indicators suggesting possible benefits to patients by enhancing the subject knowledge of those enrolled. It is suggested that this type of learning tool should be further explored as an approach to continuing professional, and interprofessional, education.

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The impact of curricular change on medical students' knowledge of anatomy

Abstract: The introduction of the new, systems-based course has had a negative impact on medical students' knowledge of surface anatomy.

Cited by 158 publications

References 23 publications

Assessment drives learning: An unavoidable truth?

Assessment drives learning: An unavoidable truth?

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

An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals

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