Relevance of human anatomy in daily clinical practice

Arráez-Aybar, Luis Alfonso; Sánchez‐Montesinos, Indalecio; Mirapeix, Rosa M.; Mompeó, Blanca; Sañudo-Tejero, Jose-Ramón

doi:10.1016/j.aanat.2010.05.002

Cited by 98 publications

(66 citation statements)

References 22 publications

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“…2 Even though the specific training in gross anatomy subject takes place over the first years of the curricula, this knowledge should be reinforced over the following curricular stages. 20 All participants were fourth-year students; thus, they were expected to have a fairly consolidated knowledge of gross anatomy.…”

Section: Discussionmentioning

confidence: 99%

A Comparison of Fourth-Year Health Sciences Students’ Knowledge of Gross Lower and Upper Limb Anatomy

Díaz-Mancha

Castillo-López

Munuera-Martínez

et al. 2016

Journal of Manipulative and Physiological Therapeutics

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Section: Discussionmentioning

confidence: 99%

A Comparison of Fourth-Year Health Sciences Students’ Knowledge of Gross Lower and Upper Limb Anatomy

Díaz-Mancha

Castillo-López

Munuera-Martínez

et al. 2016

Journal of Manipulative and Physiological Therapeutics

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“…Failure in the anatomy section suggests defective clinical application during the teaching of anatomy in Nigerian medical schools. The knowledge of anatomy is considered the most relevant of the basic medical sciences to daily clinical practice [8] and particularly relevant to understanding musculoskeletal medicine [9].…”

Section: Discussionmentioning

confidence: 99%

Pre-internship Nigerian medical graduates lack basic musculoskeletal competency

Nottidge

Ekrikpo

Ifesanya

et al. 2012

International Orthopaedics (SICOT)

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Purpose Our aim was to assess the basic musculoskeletal competency of pre-internship graduates from Nigerian medical schools. Methods We administered the Freedman and Bernstein basic musculoskeletal competency examination to 113 pre-internship graduates from seven Nigerian medical schools over a three year period from 2008 to 2010 at the University of Uyo Teaching Hospital. Five specialist residents took the examination to test criteria relevance. Results All graduates failed this test, obtaining scores ranging from 7% to 67%. The duration of the orthopaedic posting, and observation of operative fracture fixation, were not significant determinants of the score. The two final-year specialist residents each had a marginal pass in the examination.Conclusion Basic musculoskeletal competency among preinternship Nigerian medical-school graduates is inadequate.

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“…Previous studies have explored the instructional techniques used to teach anatomy and evaluated the anatomical knowledge of different medical speciality professionals [4], of course directors of medical schools in the USA [16] and students of physiotherapy [17–19], nursing [18, 20], and medicine [7, 19]. For this, use has sometimes been made of a test very similar to that used in the present study.…”

Section: Resultsmentioning

confidence: 99%

“…Medical students as well as different specialists consider gross anatomy, physiology, and pharmacology to be the three basic disciplines for preparation for daily clinical activity [2–4]. The development and implementation of the European Higher Education Area [5] have been linked to the adoption of a new educational model, which has even been termed as “paradigm shift.” As a result, in health sciences, the basic science subjects, including anatomy, need to be integrated with the clinical skills that the students will require in the development of their future career.…”

Section: Introductionmentioning

confidence: 99%

The Tarsal Bone Test: A Basic Test of Health Sciences Students' Knowledge of Lower Limb Anatomy

Castillo-López

Díaz-Mancha

Heredia-Rizo

et al. 2014

BioMed Research International

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Objectives. The aim of the present study was to design an easy-to-use tool, the tarsal bone test (TBT), to provide a snapshot of podiatry students' basic anatomical knowledge of the bones of the lower limb. Methods. The study included 254 podiatry students from three different universities, 145 of them were first-year students and 109 were in their fourth and final years. The TBT was administered without prior notice to the participants and was to be completed in 5 minutes. Results. The results show that 97.2% of the subjects (n = 247) correctly labelled all tarsal bones, while the other 2.8% (n = 7) incorrectly labelled at least one bone, that was either the cuboid (7 times) or the navicular (6 times). Although only one fourth-year student inaccurately identified one bone, no significant differences in the distribution of the correct and incorrect responses were found between first and fourth-year students. Conclusions. The TBT seems to be a straightforward and easy-to-apply instrument, and provides an objective view of the level of knowledge acquired at different stages of podiatry studies.

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Relevance of human anatomy in daily clinical practice

Cited by 98 publications

References 22 publications

A Comparison of Fourth-Year Health Sciences Students’ Knowledge of Gross Lower and Upper Limb Anatomy

A Comparison of Fourth-Year Health Sciences Students’ Knowledge of Gross Lower and Upper Limb Anatomy

Pre-internship Nigerian medical graduates lack basic musculoskeletal competency

The Tarsal Bone Test: A Basic Test of Health Sciences Students' Knowledge of Lower Limb Anatomy

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