Should there be a national core curriculum for anatomy?

Chapuis, Pierre; Fahrer, Marius; Eizenberg, Norman; Fahrer, Claude; Bokey, Les

doi:10.1111/j.1445-2197.2010.05370.x

Cited by 25 publications

(31 citation statements)

References 14 publications

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“…‐ 25 The medicolegal aspect of such errors makes the question of how much anatomical knowledge is necessary for safe medical practice of great importance. With the recorded wide variation in the amount and standard of anatomical instruction currently practised in Australian and New Zealand medical schools, 2 , 10 there is an apparent need for the introduction of a standard basic national curriculum in gross human anatomy 26 . Such a curriculum has been formulated for North America 14 .…”

Section: Discussionmentioning

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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Section: Discussionmentioning

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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“…Recently, Orsbon et al (2014) explored whether there is a "core" of anatomical knowledge that is essential for medical and surgical practice, as some medical educators have suggested (Louw et al, 2009;Abu-Hijleh, 2010;Chapuis et al, 2010). On the basis of their analyses from a single medical school, they suggested that anatomical knowledge is hierarchical within departments, but less so among all physicians.…”

Section: Introductionmentioning

confidence: 97%

An approach toward the development of core syllabuses for the anatomical sciences

Moxham

Plaisant

Smith

et al. 2014

Anatomical Sciences Ed

114

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There is increasingly a call for clinical relevance in the teaching of the biomedical sciences within all health care programs. This presupposes that there is an understanding of what is "core" material within the curriculum. To date, the anatomical sciences have been poorly served by the development of core syllabuses, although there have been commendable attempts to define a core syllabus for gross anatomy in medicine and for some medical specialties. The International Federation of Associations of Anatomists and the European Federation for Experimental Morphology aim to formulate, on an international basis, core syllabuses for all branches of the anatomical sciences. This is being undertaken at the initial stage using Delphi Panels consisting of a team of anatomists, scientists, and clinicians who evaluate syllabus content and accord each element/topic "essential," "important," "acceptable," or "not required" status. Their initial conjectures, published on the International Federation of Associations of Anatomists' website, provide merely a framework to enable anatomical (and other cognate learned) societies and individual anatomists, clinicians, and students to comment upon the syllabuses. This article presents the concepts and methodological approaches underlying the hybrid Delphi process employed. Preliminary findings relating to the development of a neuroanatomy core syllabus are provided to illustrate the methods initially employed by a Delphi Panel. The approach is novel in that it is international in scope, is conceptually democratic, and is developmentally fluid in terms of availability for amendment. The aim is to set internationally recognized standards and thus to provide guidelines concerning anatomical knowledge when engaged in course development.

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“…The number of hours dedicated to anatomy teaching in medical schools has diminished over recent years. [6][7][8] Image registration and fusion are often used in planning to combine the information from different imaging modalities (RT, MRI, PET) for the delineation of tumour volumes. 9 The interpretation of this adds to the complexity of contouring.…”

Section: Discussionmentioning

confidence: 99%

Contouring experiences amongst Australian, New Zealand and Singaporean radiation oncology trainees. Is it enough? What next?

Leung

Lehman

2019

J Med Imag Rad Onc

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Introduction This paper reports the key findings of the first survey of Australian, New Zealand (ANZ) and Singaporean radiation oncology trainees on contouring and planning. Methods The survey was conducted from May to July 2018 using a 35‐question instrument. It was emailed to all ANZ and Singaporean trainees on the Royal Australian and New Zealand College of Radiologists (RANZCR) database with at least 6 months experience. The questions related to demographics, time spent on contouring, most difficult sites to contour, most useful atlas, feedback on contouring, interaction with radiation therapists, plan reviews, stereotactic radiation therapy (SBRT), brachytherapy and suggested areas of improvement. Respondents were assured that their responses were anonymous. Results The response rate was 50% (54/108). Most respondents were from New South Wales (31%) with nearly all working full time (96%) and a large majority in public practice (89%). All respondents had at least one other accredited trainee at their site. The large majority (75%) spent at least two hours per week contouring, but nearly 80% had to spend some time out of hours contouring with 10% performing all their contouring out of hours. Two‐thirds of respondents indicated there was insufficient time for contouring with over half having no allocated time for this activity. All respondents were allowed to independently contour by their consultants and were allowed to do radical and palliative cases. The most difficult cases to contour were head and neck and the upper gastrointestinal sites with the RTOG atlas the most useful guide. All trainee respondents received feedback on their contouring which was most often face to face. Interaction with radiation therapists was valuable and more interaction was desired. Two‐thirds (67%) of respondents had the opportunity to review treatment plans with consultants with one to two cases per week being the most common numbers reviewed, but this was usually not done (87%) on an allocated time in the roster. The large majority (90%) had the opportunity to be involved in brachytherapy, but this dropped to 60% for SBRT. Three quarters (73%) of respondents felt that there was not enough time spent on contouring, planning and evaluation of plans. Conclusions This initial detailed survey of ANZ and Singaporean trainees on contouring and planning indicates that dedicated protected time without interruption is required for this integral activity with current hours spent on this activity inadequate. Optimisation and improvement in a number of areas is required. Feedback from this study should be adopted by sites and networks. Feedback could also be considered as the Faculty of Radiation Oncology transitions into programmatic assessment.

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Should there be a national core curriculum for anatomy?

Cited by 25 publications

References 14 publications

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

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

An approach toward the development of core syllabuses for the anatomical sciences

Contouring experiences amongst Australian, New Zealand and Singaporean radiation oncology trainees. Is it enough? What next?

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