Response to letter: Are we teaching sufficient anatomy at medical school? The opinions of newly qualified doctors

Fitzgerald, J Edward; White, Matthew; Tang, Shou-Jiang; Maxwell-Armstrong, Charles; James, David

doi:10.1002/ca.20755

Cited by 3 publications

(6 citation statements)

References 5 publications

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“…This study, along with others (e.g., Fitzgerald et al, 2009), supports the use of human cadavers and that understanding is facilitated by exploring specimens. This three‐dimensional experience represents the first part of how an individual's knowledge is interpreted and this touch‐mediated perception learning experience is an important building block for later on.…”

Section: Discussionsupporting

confidence: 85%

“…Anatomy teaching should involve the use of human cadaveric material.At postgraduate level: Revisiting anatomy and refresher courses should be available to all postgraduates. The authors are in agreement with Fitzgerald (2009) and Patel (2009) in that those wishing to enter a specialty that contains a high amount of anatomy should receive additional appropriate teaching, which may be in the form of demonstratorships (Stevens and Firth, 2008). …”

Section: Resultssupporting

confidence: 78%

“…Anatomy should be taught throughout the curriculum, not just in years 1 and 2, as supported by others (Evans and Watt, 2005; Stringer and Nicholson, 2006; Dawson et al, 2009; Fitzgerald et al, 2009).…”

Section: Resultsmentioning

confidence: 86%

“…At undergraduate level: Assessment needs to promote relevant learning, e.g., knowledge and application. Students need to be supported in the process of learning anatomy, e.g., provided with information about how to learn anatomy. Anatomy teaching from day 1 needs to highlight the clinical relevance. This should involve integrally the use of surface anatomy and radiology. Anatomy should be taught throughout the curriculum, not just in years 1 and 2, as supported by others (Evans and Watt, 2005; Stringer and Nicholson, 2006; Dawson et al, 2009; Fitzgerald et al, 2009). Anatomy teaching should involve the use of human cadaveric material.At postgraduate level: Revisiting anatomy and refresher courses should be available to all postgraduates.…”

Section: Resultsmentioning

confidence: 93%

“…Junior doctors' knowledge of anatomy has been shown to be varied (Gupta et al, 2008). There have also been debates among academics and newly‐qualified doctors who have questioned not the amount of anatomy taught but rather the appropriateness of teaching methods used (Fitzgerald et al, 2008, 2009; Stringer and Nicholson, 2008; Patel, 2009). A key point is that whilst such debate is very interesting it does not elucidate what factors in an individual's anatomical education result in good quality learning that can be competently applied to practice.…”

Section: Introductionmentioning

confidence: 99%

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What impact does anatomy education have on clinical practice?

Mathias

2010

Clinical Anatomy

116

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There is continuing debate regarding doctors' knowledge of anatomy as an appropriate preparation for professional practice. This exploratory case study examined alumni's experiences of learning anatomy. The aim was to inform curriculum development and to gain a better understanding of how anatomy knowledge is applied in practice. A total of 140 medical student alumni from the University of Southampton participated in this study (49% males, 51%female). Participants completed a Likert Scale questionnaire with free comment sections. Descriptive results found that: using cadaveric material was an effective way of learning anatomy; assessment was a major motivator; and around half forgot a lot of anatomy but that knowledge came back easily. Statistical analysis revealed associations between certain promotion and negative factors in learning. Links were also seen with current job role, revealing that those who responded to positive factors were involved in careers which involved a great deal of anatomy and vice versa. The process of learning anatomy is further understood. To facilitate learning anatomy should be taught throughout the curriculum and use human cadavers. Relating knowledge to practice requires transformation of knowledge and is best facilitated by the learning being situated in clinical contexts.

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Section: Discussionsupporting

confidence: 85%

Section: Resultssupporting

confidence: 78%

Section: Resultsmentioning

confidence: 86%

Section: Resultsmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

What impact does anatomy education have on clinical practice?

Mathias

2010

Clinical Anatomy

116

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Assessment of anatomical knowledge by practical examinations: The effect of question design on student performance

Sagoo

Gosden

2016

Anatomical Sciences Ed

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The Objective Structural Practical Examination (OSPE) is a timed examination that assesses topographical and/or applied knowledge of anatomy with the use of cadaveric resources and medical images. This study investigated whether elements of question design (provision of clinical context, type of visual resources used, gender context and difficulty) of an anatomy question affected students' performance and also whether there was any effect of basic demography or participation in various voluntary activities.Study participants were second year medical students (n = 150), 83 of whom consented to fill in a questionnaire collecting demographics, revision preferences and assessment preferences. The examination scores were matched with students' responses collected on the questionnaire and all data analyzed by multiple linear regression. Difficulty of the question was the only design element found to be significantly associated with the number of students that answered correctly (p=. 001); clinical context, visual resources used and gender of the question were not significant. When individual students marks were analyzed along with the questionnaire data, only the students' interest in participating in department's demonstrator program was a significant predictor of a high individual score, gender of the students showed a strong trend towards significance, with female students scoring on average higher than male students. The two part OSPE questions were dissociated and analyzed using binary logistic regression to determine whether a correct answer to part 1 was predictive of a correct answer to part 2, but no association was found.3

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What Use is Anatomy in First Opinion Small Animal Veterinary Practice? A Qualitative Study

Wheble¹,

Channon

2020

Anatomical Sciences Ed

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Despite the uncontested importance of anatomy as one of the foundational aspects of undergraduate veterinary programs, there is still limited information available as to what anatomy knowledge is most important for the graduate veterinarian in their daily clinical work. The aim of this study was therefore to gain a deeper understanding of the role that anatomy plays in first opinion small animal veterinary practice. Using ethnographic methodologies, the authors aimed to collect rich qualitative data to answer the question "How do first opinion veterinarians use anatomy knowledge in their day-to-day clinical practice?" Detailed observations and semi-structured interviews were conducted with five veterinarians working within a single small animal first opinion practice in the United Kingdom. Thematic analysis was undertaken, identifying five main themes: Importance; Uncertainty; Continuous learning; Comparative and dynamic anatomy; and Communication and language. Anatomy was found to be interwoven within all aspects of clinical practice; however, veterinarians were uncertain in their anatomy knowledge. This impacted their confidence and how they carried out their work. Veterinarians described continually learning and refreshing their anatomy knowledge in order to effectively undertake their role, highlighting the importance of teaching information literacy skills within anatomy curricula. An interrelationship between anatomy use, psychomotor, and professional skills was also highlighted. Based on these findings, recommendations were made for veterinary anatomy curriculum development. This study provides an in-depth view within a single site small animal general practice setting: further work is required to assess the transferability of these findings to other areas of veterinary practice. Anat Sci Educ 0: 1-12.

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Response to letter: Are we teaching sufficient anatomy at medical school? The opinions of newly qualified doctors

Cited by 3 publications

References 5 publications

What impact does anatomy education have on clinical practice?

What impact does anatomy education have on clinical practice?

Assessment of anatomical knowledge by practical examinations: The effect of question design on student performance

What Use is Anatomy in First Opinion Small Animal Veterinary Practice? A Qualitative Study

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