Mexican Educators Survey on Anatomical Sciences Education and a Review of World Tendencies

Abstract

Anatomical sciences curricula have been under constant reform over the years, with many countries having to reduce course hours while trying to preserve laboratory time. In Mexico, schools have historically been autonomous and unregulated, and data regarding structure and methods are still lacking. A national survey was sent by the Mexican Society of Anatomy to 110 anatomical sciences educators. The questionnaire consisted of 50 items (open and multiple choice) for gross anatomy, microscopic anatomy, neuroanatomy, and embryology courses in medical schools across Mexico. A clinical approach was the most common course approach in all disciplines. Contact course hours and laboratory hours were higher in Mexican anatomy education compared to other countries, with the highest reported contact hours for embryology (133.4 ± 44.1) and histology (125 ± 33.2). There were similar contact hours to other countries for gross anatomy (228.5 ± 60.5). Neuroanatomy course hours (43.9 ± 13.1) were less than reported by the United States and similar to Saudi Arabia and higher than the United Kingdom. Dissection and microscopy with histological slides predominate as the most common laboratory activities. Traditional methods prevail in most of the courses in Mexico and only a few educators have implemented innovative and technological tools. Implementation of new methods, approaches, and curricular changes are needed to enhance anatomical sciences education in Mexico. Anat Sci Educ 14: 471-481.

Research barriers in the Global South: Mexico

“…In 2019, the financial funding for the research centers supported by CONACyT decreased by 50%, and the overall budget was cut by 12% [ 12 ]. These budget cuts hamper the education system by affecting undergraduate schooling, and the recruitment of early-career researchers back to Mexico [ 12 , 22 , 29 ].…”

A review of the importance of research in Anatomy, an evidence-based science

“…Even with the decline of anatomy hours, it is a science integrated into the curriculum, being taught at all levels as the medical student advances in their training. (Drake, 2014;Drake, McBride, et al, 2014;McBride and Drake, 2018;Salinas-Alvarez et al, 2020).…”

“…the quality and efficiency of learning(Pawlina and Drake, 2015;Grignon et al, 2016;Royer, 2016;Patel et al, 2017). Clinical cases ensured engagement between anatomical knowledge and clinical scenarios, promoting clinical reasoning to encourage learning outside the classroom settings and ultimately improving the decisionmaking skills(Elizondo-Omaña et al, 2010Perumal et al, 2016;Dinesh Kumar et al, 2020; M. Muñoz-Leija et al, 2020;Salinas-Alvarez et al, 2020). Three-dimensional (3D) printing includes an accurate duplication of anatomical structures with both visual and haptic value, and financial alleviation(AbouHashem et al, 2015;Vaccarezza and Papa, 2015).…”

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“…Clinical cases ensured engagement between anatomical knowledge and clinical scenarios, promoting clinical reasoning to encourage learning outside the classroom settings and ultimately improving the decisionmaking skills (Elizondo-Omaña et al, 2010, 2020Perumal et al, 2016;Dinesh Kumar et al, 2020;M. Muñoz-Leija et al, 2020;Salinas-Alvarez et al, 2020). Three-dimensional (3D) printing includes an accurate duplication of anatomical structures with both visual and haptic value, and financial alleviation (AbouHashem et al, 2015;Vaccarezza and Papa, 2015).…”