Between a Rock and a Hard Place : The Discordant Views among Medical Teachers about Anatomy Content in the Undergraduate Medical Curriculum

Inuwa, Ibrahim; Taranikanti, Varna; Al-Rawahy, Maimouna; Roychoudhry, Sadhana; Habbal, Omar

doi:10.12816/0003083

Cited by 14 publications

(15 citation statements)

References 34 publications

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“…5 A teacher of anatomy also needs to present the subject in the context within which it will be utilized by the student and to employ the learning tool of technology, in their teaching and assessment of the subject. 6 This has been an area of concern and institutional weakness in many countries including India. 7 The National Medical Commission (NMC) comes at a crucial phase, where reforms unsettled over the last few decades need distinctive and decisive realization.…”

Section: Discussionmentioning

confidence: 99%

A study on the evolving facet of anatomy education based on the learners’ perspective of medical students in Kolkata, India

Ray

Mandal

2022

Asian J Med Sci

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Background: Anatomy education is dealing with tribulations and challenges, especially in the post-COVID period. Erosion of basic knowledge and time allocated to anatomy has caused great concern. As appraisal is an integral part of Medical Education, student evaluations can highlight divergent perspectives for the identification of existing lacunae and propose amendments. Aims and Objectives: This study was undertaken to reorganize the academic schedule and frame relevant recommendations for the enhancement of teaching standards in anatomy based on the learner’s perspective. Materials and Methods: A descriptive cross-sectional study was conducted among 876 MBBS students in Kolkata, India. A feedback response structured questionnaire was distributed to the students at the end of the 1st Professional MBBS for data collection. The template was generated in Microsoft Excel sheet and the results were analyzed to find out the possible solutions and actions required at regulatory levels including institutions, faculty, and medical students. Results: Anatomy was paradoxically perceived as the most interesting yet the most difficult curriculum. Complicated anatomical terms as well as rationed study specimens were significant impediments to understand anatomy. Dissection and demonstration with 10–20 students were optimal, while histology and lectures were considered redundant. The study underlined the need of reforms in the course module and academic schedule toward an integrated syllabus extended for 18 months. Conclusion: Conventional theoretical and experimental teaching should be blended with innovative inclusions based on scholar responses, in which the learner’s perspective is also emphasized, principally in the present online approach of education.

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Section: Discussionmentioning

confidence: 99%

A study on the evolving facet of anatomy education based on the learners’ perspective of medical students in Kolkata, India

Ray

Mandal

2022

Asian J Med Sci

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“…for anatomy in particular" (p. 20). 17 Cahill et al argued that PBL was providing home for "(funded) anatomically untrained scientists who could 'teach' the anatomical components of the PBL exercises instead of competent anatomists." 18 More, and according to Levine et al, 19 computers are being used to "keep students busy" in the dissection laboratory by performing self-directed PBL.…”

Section: Where Are We Now?mentioning

confidence: 99%

“…Such challenge could be facilitated through communication between clinicians, academics, and students by bringing alignment to their perspectives. 17 In conclusion, one of the difficult problems that medical education is facing is the ability to evaluating teaching methods in relation to the final end-product, the quality of care delivered by medical graduates and specialist doctors. Indeed, evidence is lacking in anatomy teaching at both levels, but we already have one time-tested method, and that is dissection.…”

Section: How Do We Get There?mentioning

confidence: 99%

The Current Status of Anatomy Knowledge: Where Are We Now? Where Do We Need to Go and How Do We Get There?

Yammine

2014

Teaching and Learning in Medicine

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“…In recent years, there has been a revolution in the practice of teaching anatomy within the medical curriculum, from didactic lectures and cadaveric dissection to a more multimodal display and presentation format, often within small groups. In particular, this includes the use of radiological techniques to demonstrate cross‐sectional and three‐dimensional anatomy, increasing the relevance of anatomy to clinical practice (Greene, ; Inuwa et al, ). Reasons for this shift include advances in theory of learning, shortage of bequeathed cadavers, transition from gross anatomy to functional anatomy, and the need to reduce the time available for anatomy teaching in favor of other areas thought to be more important to the medical curriculum (McKeown et al, ; Ganguly, ).…”

Section: Introductionmentioning

confidence: 99%

Trends in performance indicators of neuroimaging anatomy research publications: A bibliometric study of major neuroradiology journal output over four decades based on web of science database

Wing

Massoud

2014

Clinical Anatomy

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Quantitative, qualitative, and innovative application of bibliometric research performance indicators to anatomy and radiology research and education can enhance cross-fertilization between the two disciplines. We aim to use these indicators to identify long-term trends in dissemination of publications in neuroimaging anatomy (including both productivity and citation rates), which has subjectively waned in prestige during recent years. We examined publications over the last 40 years in two neuroradiological journals, AJNR and Neuroradiology, and selected and categorized all neuroimaging anatomy research articles according to theme and type. We studied trends in their citation activity over time, and mathematically analyzed these trends for 1977, 1987, and 1997 publications. We created a novel metric, "citation half-life at 10 years postpublication" (CHL-10), and used this to examine trends in the skew of citation numbers for anatomy articles each year. We identified 367 anatomy articles amongst a total of 18,110 in these journals: 74.2% were original articles, with study of normal anatomy being the commonest theme (46.7%). We recorded a mean of 18.03 citations for each anatomy article, 35% higher than for general neuroradiology articles. Graphs summarizing the rise (upslope) in citation rates after publication revealed similar trends spanning two decades. CHL-10 trends demonstrated that more recently published anatomy articles were likely to take longer to reach peak citation rate. Bibliometric analysis suggests that anatomical research in neuroradiology is not languishing. This novel analytical approach can be applied to other aspects of neuroimaging research, and within other subspecialties in radiology and anatomy, and also to foster anatomical education.

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Between a Rock and a Hard Place : The Discordant Views among Medical Teachers about Anatomy Content in the Undergraduate Medical Curriculum

Cited by 14 publications

References 34 publications

A study on the evolving facet of anatomy education based on the learners’ perspective of medical students in Kolkata, India

A study on the evolving facet of anatomy education based on the learners’ perspective of medical students in Kolkata, India

The Current Status of Anatomy Knowledge: Where Are We Now? Where Do We Need to Go and How Do We Get There?

Trends in performance indicators of neuroimaging anatomy research publications: A bibliometric study of major neuroradiology journal output over four decades based on web of science database

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