Art macabre: Is anatomy necessary?

Bokey, Les; Chapuis, Pierre

doi:10.1046/j.1445-1433.2001.02278.x

Cited by 8 publications

(9 citation statements)

References 10 publications

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“…Not infrequently, students hear that the study of gross anatomy has been 'deleted' 11 and that new courses are premised on 'public health, communication and compassion'. 12 In reality, all medical courses offer an anatomy subject (several admittedly without dissection). The Australian Medical Council's accreditation process provides a check and balance to ensure all students undertake sufficiently broad training that includes the basic sciences.…”

Section: Originsmentioning

confidence: 99%

Undergraduate perspectives on the teaching and learning of anatomy*

Mitchell

Batty

2009

ANZ Journal of Surgery

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The volume of time dedicated to anatomy teaching has steadily decreased in the context of increasingly dense undergraduate curricula. We examine the complex topic of anatomical education from the undergraduate perspective, with a focus on student perceptions, their origins and their potential solutions. A limited dataset suggests students perceive their tuition in anatomy may be suboptimal. Multiple factors (including the intensity of pre-clinical studies, academic criticism of modern courses, surgical culture and misinformation) may account for the unrest. It is difficult to objectively measure the impact of modified anatomy curriculum on clinical performance and patient safety. While there is a case (on the basis of student perception at least) for reinvigorating elements of undergraduate anatomy education, the modern medical educational framework is here to stay, and students and clinicians must learn to adapt. Anatomy must be linked with contemporary approaches to medical education and it should be integrated, continuous and guided. It is critical that clinicians engage in the teaching of anatomy in the clinical environment and they must be adequately resourced to do so. Graduates must emerge with a core understanding of anatomy, but not an encyclopaedic knowledge of the human form. Undergraduate programme should simply strive to equip their graduates with a foundation for lifelong learning and a platform for safe practice as interns.

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Section: Originsmentioning

confidence: 99%

Undergraduate perspectives on the teaching and learning of anatomy*

Mitchell

Batty

2009

ANZ Journal of Surgery

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“…The surgical community and other clinicians associated with the University of Sydney soon became very concerned, as the lack of anatomical knowledge of students reaching the clinical years made the teaching of clinical medicine and surgery generally very difficult 8 . Student surveys in 1998, 1999 and 2006 revealed widespread dissatisfaction with anatomy teaching (University of Sydney, Faculty of Medicine: preparation for hospital practice questionnaire results, 1998 and 1999; and University of Sydney Medical Program Year 3 curriculum survey, 2006).…”

mentioning

confidence: 99%

Back to the future: teaching anatomy by whole‐body dissection

Ramsey‐Stewart

Burgess

Hill

2010

Medical Journal of Australia

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Objective: To evaluate the 2010 “Anatomy by whole body dissection” course, a 7‐week elective course offered to senior medical students at the University of Sydney at the end of their third year. Design, setting and participants: In the 2010 course, 29 students divided into eight groups carried out whole‐body dissections on eight cadavers over a 34‐day period. Surgical trainees acted as demonstrators, and surgeons and anatomists as supervisors. The students were assessed by practical tests involving the identification of 20 tagged structures in four wet specimens before, during, at the end of, and 1 month after the course. In addition, students were asked to complete an anonymous feedback questionnaire about the course. Main outcome measure: Acquisition of topographical anatomical knowledge, and student feedback on the usefulness of the course. Results: A significant increase in topographical clinical anatomical knowledge was demonstrated among the participants and was maintained in the short term. The median pre‐course assessment score was 8/20 (interquartile range [IQR], 4) and the median post‐course assessment score was 19/20 (IQR, 1). This difference was statistically significant (P < 0.001). All students rated the course as “very good”, and unanimously recommended that the course be available to all students as part of the medical curriculum. Conclusion: Students’ knowledge of anatomy improved significantly between the pre‐course and post‐course assessments, and all students rated the course very favourably. This supports our view that dissection anatomy should be an integral component of medical education.

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“…25 The loss of anatomy by cadaveric dissection as a pre-requisite to understanding the surgical field was questioned by many. 26,27…”

Section: -1983: From Dissection To Discussionmentioning

confidence: 99%

Acquiring surgical skills: the history of surgical teaching at the University of Sydney 1883–2014

Brown

Storey

2016

ANZ Journal of Surgery

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There have been at least 10 major revisions of the medical curriculum since the inauguration of the Faculty of Medicine at the University of Sydney in 1883. This study traced the evolution of the teaching of surgery at our institution by examination of the set curriculum of each period; the expectations of student knowledge in the final examination as well as examining some of the insights provided by past students of their surgical experience through their writings. In the early years, medical graduates were qualified to perform operative surgery without any further training, whereas the modern postgraduate medical curriculum provides students with the basis for further surgical training.

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Art macabre: Is anatomy necessary?

Cited by 8 publications

References 10 publications

Undergraduate perspectives on the teaching and learning of anatomy*

Undergraduate perspectives on the teaching and learning of anatomy*

Back to the future: teaching anatomy by whole‐body dissection

Acquiring surgical skills: the history of surgical teaching at the University of Sydney 1883–2014

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