Anatomy education in Namibia: Balancing facility design and curriculum development

Abstract

The anatomy curriculum at Namibia's first, and currently only, medical school is clinically oriented, outcome-based, and includes all of the components of modern anatomical sciences i.e., histology, embryology, neuroanatomy, gross, and clinical anatomy. The design of the facilities and the equipment incorporated into these facilities were directed toward simplification of work flow and ease of use by faculty, staff, and students. From the onset, the integration of state of the art technology was pursued to facilitate teaching and promote a student-centered pedagogical approach to dissections. The program, as realized, is comprised of three 16-week semesters with seven hours of contact time per week, namely three hours of lectures and four hours of dissection laboratory and microscopy time. Set outcomes were established, each revolving around clinical cases with integrated medical imaging. The design of the facility itself was not constrained by a legacy structure, allowing the School of Medicine, in collaboration with architects and contractors, to design the building from scratch. A design was implemented that allows for the sequential processing of cadaveric material in a unidirectional flow from reception, to preparation, embalming, storage, dissection, and maceration. Importantly, the odor of formaldehyde typically associated with anatomy facilities was eliminated outside of the dissection areas and minimized within via a high-performance ventilation system. By holistically incorporating an integrated curriculum, facility design, and teaching at an early stage, the authors believe they have created a system that might serve as a model for new anatomy programs.

Computer‐assisted learning in anatomy at the International Medical School in Debrecen, Hungary: A preliminary report

“…However, given the lack of certain aspects of individual student data, the retrospective nature of the study, and the inherent bias of an elective course, this preliminary study is limited. The findings, preliminary as they are, are in harmony with recent anatomy CAL reports (Bryner et al, 2008;Hisley et al, 2008;Lufler et al, 2010;Reilly, 2011) and the trend of progressive introduction of CAL in medical school anatomy departments internationally (Boon et al, 2002;Kramer et al, 2008;Adamczyk et al, 2009;Sugand et al, 2010;Inuwa et al, 2012;Nguyen et al, 2012;Wessels, et al, 2012).…”

Creating a Human Gross Anatomy Laboratory: The Experience at a Primarily Undergraduate Institution

“…Unlike WLU, some universities may need to function as entirely autonomous with regard to cadaver laboratories. For example, Wessels et al (2012) describe the design of an anatomy facility at the University of Namibia--Namibia's only medical school. Due to the autonomous nature of the University of Namibia, the facility design needed to consider physical space and budgetary costs regarding areas for cadaver off-loading, general receiving, embalming, processing, and wet sample storage in addition to dissection halls (Wessels et al, 2012).…”

“…For example, Wessels et al (2012) describe the design of an anatomy facility at the University of Namibia--Namibia's only medical school. Due to the autonomous nature of the University of Namibia, the facility design needed to consider physical space and budgetary costs regarding areas for cadaver off-loading, general receiving, embalming, processing, and wet sample storage in addition to dissection halls (Wessels et al, 2012). With regard to receiving, WLU needed only to consider the capacity to wheel a gurney from an off-loading location to the cadaver laboratory.…”

Evolution of the anatomical theatre in Padova

“…The architects remain the principal agents for practically rendering the ideal new laboratory features desired by anatomists, but their designs must adhere to complicated standards. The consulting anatomist may best view the renovation from the architectural firm's perspective, while also serving as an advocate for the clients' (anatomists' and students') needs and interests by providing an ongoing, objective technical overview of the design process (Trelease, ; Boeckers et al, ; Greene, ; Goldman, ; Wessels et al, ). In planning the new anatomical theatre, the anatomists' committee worked in close contact with the technical offices, providing creative suggestions and technical alternatives to various challenges.…”