The future of gross anatomy teaching

1995 ◽  
Vol 8 (4) ◽  
pp. 294-296 ◽  
Author(s):  
Sasha Malamed ◽  
David Seiden
Keyword(s):  
Gross Anatomy ◽  
The Future ◽  
Anatomy Teaching

scholarly journals Anatomy Teaching – The Cruellest Cut of All

2007 ◽  
Vol 89 (6) ◽  
pp. 196-197 ◽  
Author(s):  
Dick Rainsbury ◽  
Alex Barbour ◽  
Vishy Mahadevan
Keyword(s):  
Communication Skills ◽  
Human Body ◽  
Pathological Conditions ◽  
Steering Group ◽  
Basic Language ◽  
Wide Range ◽  
The Future ◽  
Key Issues ◽  
Fit For Purpose ◽  
Anatomy Teaching

The conference, Anatomy Teaching – the Cruellest Cut of All, was attended by 160 delegates representing a wide range of professions. The aim was to highlight the key issues surrounding the teaching of anatomy today and to reach a consensus on how to make teaching fit for purpose in the future. Andrew Raftery, chair of the College's anatomy steering group and the vocal champion for anatomy on the College Council, eloquently set the scene for the day. He reminded the audience that anatomy remained the basic language of medicine, which through dissection as well as illustrating biological variations and common pathological conditions also promoted teamwork, communication skills, the reality of death and a respect for the human body.

Designing an effective student evaluation of teaching (SET) questionnaire for cadaveric dissection

2017 ◽  
Vol 6 (1) ◽  
pp. 378
Author(s):  
Joydeep D. Chaudhuri ◽  
B. Venugopal Rao
Keyword(s):  
Student Evaluation ◽  
Three Dimensional ◽  
Gross Anatomy ◽  
Huge Amount ◽  
Student Evaluation Of Teaching ◽  
Cadaveric Dissection ◽  
Maximum Benefit ◽  
Evaluation Of Teaching ◽  
Continued Use ◽  
Anatomy Teaching

Recent changes in curriculum have seen a curtailment in the time devoted to the teaching of gross anatomy, one of the most integral components of medical education. This has resulted in the reduction, and in some cases the elimination of cadaveric dissection, most significantly due to the huge amount of resources involved in conducting a cadaveric dissection program. Nevertheless, cadaveric dissection still comprises a significant part of the time devoted to the teaching of gross anatomy. Hence it is of paramount importance that maximum benefit be derived from cadaveric dissections since it offers unique advantages, most significant being the appreciation of the three-dimensional concepts of body organization. The key part of effective anatomy teaching using cadaveric dissection is having the best instructors for this task. While student evaluation of teaching (SET) questionnaires have been used to evaluate instructor proficiency in lecture classes, there is no SET questionnaire that has been specifically designed for the assessment of instructors involved in cadaveric dissection. The aim of this article is to design a questionnaire specifically for the evaluation of the competency of instructors involved in cadaveric dissection, and reinforce the arguments for the continued use of cadaveric dissection in the teaching of anatomy. 

scholarly journals Endoscopic anatomy of the ulnar nerve: a useful adjunct to teaching anatomy

2011 ◽  
Vol 93 (3) ◽  
pp. 201-204 ◽  
Author(s):  
Paolo Matteucci ◽  
Menos Lagopoulos ◽  
Stephen Southern
Keyword(s):  
Gross Anatomy ◽  
Computer Assisted ◽  
Learning Models ◽  
Computer Assisted Learning ◽  
Endoscopic Anatomy ◽  
Surgical Trainees ◽  
Hands On ◽  
Teaching Anatomy ◽  
Anatomy Teaching

INTRODUCTION There has been a shift away from gross anatomy teaching and hands-on cadaveric dissection. This has been replaced by a variety of teaching modalities including problem-based learning, models and prosections, and computer-assisted learning. We aim to pilot a technique of endoscopic visualisation of upper limb anatomy, to produce a video that can be incorporated into anatomy teaching and to assess the video qualitatively as an adjunct to anatomy teaching. MATERIALS AND METHODS A single, previously undissected, formalin preserved cadaver was used and views were obtained of the left arm. The video was shown to 10 surgical trainees who were then asked to complete appraisal forms anonymously. RESULTS The endoscopic views were thought to be useful and helped the trainees to appreciate the in situ anatomy and potential sites of nerve compression. 70% of respondents would recommend the system to others. CONCLUSIONS We feel this represents another method to help in the understanding of a complex area of anatomy in a way that is unique to endoscopy.

Plastination for gross anatomy teaching using low cost equipment

1995 ◽  
Vol 17 (3) ◽  
pp. 277-281 ◽  
Author(s):  
E O'Sullivan ◽  
B S Mitchell
Keyword(s):  
Low Cost ◽  
Gross Anatomy ◽  
Anatomy Teaching

Tomorrow's Doctors: Students' Satisfaction with a Prosection-Based Undergraduate Anatomy Course

2012 ◽  
Vol 94 (1) ◽  
pp. 1-4
Author(s):  
D Overbeck-Zubrzycka ◽  
A Krishnan ◽  
D Hamilton ◽  
RF Searle ◽  
G Stansby
Keyword(s):  
Medical Students ◽  
Human Body ◽  
Junior Doctor ◽  
Undergraduate Curriculum ◽  
Starting Point ◽  
The Future ◽  
Students Satisfaction ◽  
Modern Era ◽  
Privacy Issues ◽  
Anatomy Teaching

The undergraduate curriculum is the starting point for the doctors of the future. It should provide a strong foundation for learning and practice as a junior doctor and beyond. In the modern era, anatomy teaching, as with all other areas of the curriculum, has needed to be tailored to fulfill this outcome effectively. Traditionally, anatomy has been taught by a method based on dissection of the human body. Dissection of the human body during an anatomy course raises questions about invasion of privacy, issues of introducing dying and death appropriately to medical students as well as issues of cost and practicality. These issues have been the subjects of much debate.

Introduction and evaluation of a modular seminar system in gross anatomy teaching at the hannover medical school

2000 ◽  
Vol 182 (4) ◽  
pp. 393-396 ◽  
Author(s):  
Oktay Tutarel ◽  
Wolf Luedemann ◽  
Cordula Poulsen Nautrup ◽  
Kirsten Jahn ◽  
Mikosch Wilke ◽  
...  
Keyword(s):  
Medical School ◽  
Gross Anatomy ◽  
Hannover Medical School ◽  
Anatomy Teaching

The impact of gross anatomy on the future head and neck surgeon

2009 ◽  
Vol 2 (2) ◽  
pp. 89-90 ◽  
Author(s):  
David J. Archibald ◽  
Matthew L. Carlson
Keyword(s):  
Head And Neck ◽  
Gross Anatomy ◽  
The Future ◽  
The Impact

scholarly journals Teaching Anatomy in the XXI Century: New Aspects and Pitfalls

2013 ◽  
Vol 2013 ◽  
pp. 1-5 ◽  
Author(s):  
Veronica Papa ◽  
Mauro Vaccarezza
Keyword(s):  
Medical Education ◽  
Gross Anatomy ◽  
Computer Assisted ◽  
Past Century ◽  
Anatomy Education ◽  
Postgraduate Students ◽  
Racial Background ◽  
Teaching Anatomy ◽  
Clinical Problems ◽  
Anatomy Teaching

Anatomy has historically been a cornerstone in medical education regardless of nation, racial background, or medical school system. By learning gross anatomy, medical students get a first “impression” about the structure of the human body which is the basis for understanding pathologic and clinical problems. Although the importance of teaching anatomy to both undergraduate and postgraduate students remains undisputed, there is currently a relevant debate concerning methods of anatomy teaching. In the past century, dissection and lectures were its sole pedagogy worldwide. Recently, the time allocated for anatomy teaching was dramatically reduced to such an extent that some suggest that it has fallen below an adequate standard. Traditional anatomy education based on topographical structural anatomy taught in lectures and gross dissection classes has been replaced by a multiple range of study modules, including problem-based learning, plastic models or computer-assisted learning, and curricula integration. “Does the anatomical theatre still have a place in medical education?” And “what is the problem with anatomic specimens?” We endeavor to answer both of these questions and to contribute to the debate on the current situation in undergraduate and graduate anatomy education.

scholarly journals Digital dissection – The future of anatomy teaching?

2016 ◽  
Vol 36 ◽  
pp. S104
Author(s):  
A. Lunt ◽  
J. Wilton
Keyword(s):  
The Future ◽  
Anatomy Teaching
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