Teaching Anatomy in the XXI Century: New Aspects and Pitfalls

Teaching human anatomy has been reduced in the medical curricula globally, resulting in a decreased knowledge of human anatomy in practicing doctors. The decreased teaching of anatomy to medical student has been reported in many journals. It has been found that cadaveric dissection to be most suitable method in learning anatomy, which has been reduced due to various factors. Dissection should remain as the principle teaching modality for anatomy teaching in modern medical schools. There are reports suggesting that, in some centers, studying anatomy using cadaver-dissection is no longer demanding and this trend is inclined to underestimate the crucial purpose of anatomy in the medical field. Modern teaching methodology and the problem based learning (PBL) does have a good outcome in understanding the clinical part of a disease. The depth of basic medical sciences knowledge has been found to be inadequate among the students. It is still debatable, to what extent the basic medical sciences knowledge, especially anatomy is needed for becoming a good doctor. This has necessitated a serious evaluation of the method of human anatomy teaching in medical schools around the world.

Medical Teacher, 2009

This Guide, a combined work by three authors from different countries, provides perspectives into the history of teaching gross anatomy, briefly, from the earliest of times, through to a detailed examination of curricula in both traditional didactic approaches and Problem-Based Learning (PBL) curricula. The delivery of a module within a curriculum in tertiary education is interplay between the content (knowledge and skills) of a subject, the teaching staff involved, the students and their approaches to learning, and the philosophy underpinning the delivery of the learning material. The work is divided into sections that deal with approaches to learning anatomy from the perspective of students, to delivery of the content of the curriculum by lecturers, including the assessment of knowledge, and itemises the topics that could be considered important for an appropriate anatomy module in an integrated course, delivered in a way that emphasises clinical application. The work concludes by looking to the future, and considering what measures may need to be addressed to ensure the continued development of anatomy as a clinically relevant subject in any medical curriculum.

Anatomy Journal of Africa

Medical Teacher, 2010

Medical Teacher, 2010

International Journal of Anatomy and Research, 2015

Anatomy and dissection have long been considered a cornerstone in medical education, irrespective of nation, racial background or medical school. By learning gross anatomy, medical students get a first "impression" about the structure of human body which is the basis for understanding pathologic and clinical problems. Anatomy teaching methodology has been revolutionized in the 2Ist century, due to time constraints, less availability of cadavers, stress on computer aided learning, scarcity of qualified teachers, changes in the demands of medical profession and neglect of vertical integration of anatomy teaching. Until recently, dissection and didactic lectures were its sole pedagogy, worldwide. But over the last few decades, traditional anatomy teaching based on topographical structural anatomy taught in lectures and gross dissection classes has been replaced by a vivid range of study modules like problem based learning(PBL) and computer assisted learning(CAL),and curricula integration. Though the anatomy curriculum is undergoing international reformation but it lacks uniformity among institutions. The available modern international literature, describing various methodologies for teaching/learning anatomy conclude that Anatomists are constantly debating over the following questions-How much to teach, when to teach and how to teach gross anatomy. We endeavor to answer these questions and contribute to the debate on the ideal methodology for teaching /learning anatomy. Alternative strategies and resources are also discussed so that we can re establish more effective teaching /learning tools while maintaining the beneficial values of orthodox dissection .If we are not concentrating on optimum anatomy education, it will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face unwanted consequences of medical error.

Anatomical Sciences Education, 2017

Anatomical Sciences Journal, 2022

Anatomical sciences are considered as the foundation of the medical education. Previously, the anatomy in medical educational environments was based on the lecture presentation and corpus dissection. Then, the newer protocols, such as teaching methods using human models, imaging, simulation, and internet-based webinars, were widely used in academic schools. In this era, the medical curriculums focused less on corpse dissection. Medical learning in the field of anatomy was basically based on the traditional approaches and presentation-based learning using the students under the teacher's supervision. The teacher, as the class manager, can design the curriculum contents using clinical applications along with knowledge assessment. This procedure can be achieved through planning for the future and the plans ensuring the persistent development of anatomy as a relevant clinical subject in any medical curriculum.

Acta Médica Portuguesa, 2017

Introduction: Due to scientific and technological development, Medical Education has been readjusting its focus and strategies. Medical curriculum has been adopting a vertical integration model, in which basic and clinical sciences coexist during medical instruction. This context favours the introduction of new complementary technology-based pedagogical approaches. Thus, even traditional core sciences of medical curriculum, like Anatomy, are refocusing their teaching/learning paradigm.Material and Methods: We performed a bibliographic review aiming to reflect on Medical Education’s current pedagogical trend, by analysing the advantages of the introduction and diversification of pedagogical approaches in Anatomy Education.Results: Anatomy Education’s status quo is characterized by: less available teaching time, increasing demands from radiology and endoscopy imaging and other invasive and non-invasive medical techniques, increasing number of medical students and other logistical rest...

Annals of Anatomy - Anatomischer Anzeiger, 2008

Anatomy is a major basic subject in medicine and related biomedical sciences. A central tool most universities use for teaching anatomy is the ''dissection course'', in which medical students learn the basic constructional principles of the human body by dissecting a cadaver. In recent years, the relevance and value of the dissection laboratory have been under discussion at different universities due to high costs and problems of shortness in time in some medical curricula. Indeed, during the last 10 years, several universities in the US and the UK have abandoned dissection and have moved from a cadaver-oriented to a cadaverless anatomy. This development results in a fundamental discussion on the role of the ''dissection course'' in the medical curriculum, ultimately raising the question as to whether we should continue teaching anatomy by dissection. This article presents nine arguments for the dissection course as a central tool for teaching macroscopic anatomy and is an attestment to the continuation of the use of cadaver material in anatomical laboratories within the auspices of scholastic and university order for the benefit of future physicians with due respect and honour guaranteed for every donor.