Anatomy: A research‐led science with evidence‐based teaching

Abstract

Anatomy has historically been considered a static science, not research‐lead. Cadaveric anatomy provided an evidence for a more precise anatomy teaching, however, small samples were used for absolute truths. Preservation techniques allowed to expand this, yet, research was limited to descriptive and comparative studies. As anatomy teaching evolved from descriptive, to clinically oriented, to evidence‐based, and having a growing role in other sciences, it caused an exponential growth in its’ publications. Anatomical research aided to establish evolutionary and functional databases of variability between populations, sex, and age. However, it’s most important contribution is currently oriented towards patient safety, development of prostheses, technology and surgical materials, improvement of imaging interpretation, and provide evidence of clinical and anatomical implications. Several studies have reported an important percentage of mala praxis and surgical errors can be attributed to a lack of anatomical understanding of the region, consideration of anatomical variations, and alterations due to inflammation, continuing a need for anatomical research. It is important to note, anatomy journals and publications have changed over time. The longest running journals focus on basic anatomy regarding structure, function, development, and evolution, while the last 3 to 4 decades have birthed journals with an anatomy oriented towards the clinical and surgical applications, with the most exponential growth in education. Anatomical education is a growing field. New strategies have been implemented over the years to improve students’ learning of anatomy. There have been important technological advancements, providing educators with new teaching tools, both in the classroom and laboratory. Problem‐solving and computer‐based learning. Students’ interest increased, and learning became purposeful. Educational research has not only focused on evaluating the ability for students to learn new information, ease of the technique, and retention of the information, but also the perception of the technique or tool. The lack of bodies available for dissection, rising costs of laboratories, and the cut down of anatomy course hours, have open a wide range of resources for learning anatomy, many made available for free in online platforms. Technology‐assisted learning is a powerful tool, when purposefully designed, peer‐evaluated, and integrated to support interpersonal interactions, teamwork, and communication skills. An over‐use should be avoided, to truly adhere to the pedagogic objectives. There is a need for evidence‐based education. Teaching should be balanced with tools such as imaging, clinical cases, three‐dimensional printing, virtual and augmented reality, interactive holograms, and others. There is no doubt the millennial generation have emerged technological advancements into their lives and culture, and education must continue to adapt with the demands of new generations. Anatomical and educational research must be performed pur...