The Sydney University Medical Program: highlights and lessons

Goulston, Kerry; Oates, R. K.

doi:10.5694/mja11.10329

Cited by 8 publications

(10 citation statements)

References 5 publications

(4 reference statements)

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“…In 2009, an elective Anatomy by Whole Body Dissection (AWBD) course was reintroduced into the medical programme (a 4‐year graduate entry medical course) at Sydney Medical School, The University of Sydney for stage 3 (years 3 and 4) senior medical students interested in a surgical career. This was a consequence of a curriculum review that indicated that strengthening of anatomy teaching was needed 1 . This course was in addition to an enhancement of anatomy teaching in stages 1 and 2 of the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Team‐based learning methods in teaching topographical anatomy by dissection

Burgess

Ramsey‐Stewart

May

et al. 2012

ANZ Journal of Surgery

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Section: Introductionmentioning

confidence: 99%

Team‐based learning methods in teaching topographical anatomy by dissection

Burgess

Ramsey‐Stewart

May

et al. 2012

ANZ Journal of Surgery

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“…36 A new joint appointment was made between the Disciplines of Anatomy and Surgery, which resulted in the creation of the position of Professor of Surgical Anatomy. 36 A new joint appointment was made between the Disciplines of Anatomy and Surgery, which resulted in the creation of the position of Professor of Surgical Anatomy.…”

Section: The Gmp Reviewmentioning

confidence: 99%

“…This review resulted in an increase in anatomy teaching from 50 to 170 h in the first two years. 36 A new joint appointment was made between the Disciplines of Anatomy and Surgery, which resulted in the creation of the position of Professor of Surgical Anatomy. 36 An 8-week full-time intensive whole-body dissection course (equivalent to 300 h of cadaveric dissection) was offered as an elective option for those who expressed an interest in continuing in postgraduate surgical training.…”

Section: The Gmp Reviewmentioning

confidence: 99%

“…36 A new joint appointment was made between the Disciplines of Anatomy and Surgery, which resulted in the creation of the position of Professor of Surgical Anatomy. 36 An 8-week full-time intensive whole-body dissection course (equivalent to 300 h of cadaveric dissection) was offered as an elective option for those who expressed an interest in continuing in postgraduate surgical training. 32 During Years 3 and 4, all students were allocated to ward-based surgical teams, during which time the students were expected to be involved in all the activities of the surgical team.…”

Section: The Gmp Reviewmentioning

confidence: 99%

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Acquiring surgical skills: the history of surgical teaching at the University of Sydney 1883–2014

Brown

Storey

2016

ANZ Journal of Surgery

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There have been at least 10 major revisions of the medical curriculum since the inauguration of the Faculty of Medicine at the University of Sydney in 1883. This study traced the evolution of the teaching of surgery at our institution by examination of the set curriculum of each period; the expectations of student knowledge in the final examination as well as examining some of the insights provided by past students of their surgical experience through their writings. In the early years, medical graduates were qualified to perform operative surgery without any further training, whereas the modern postgraduate medical curriculum provides students with the basis for further surgical training.

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“…Since the year 2000, there has been widespread adoption of problem‐based learning (PBL), the emergence of graduate‐entry programs, and unparalleled growth in the number of medical schools, and the number of commencing medical students (Medical Deans Australia and New Zealand, ; AMC, ). A trend toward the decreased utilization or even omission of dissection, together with an estimated 80% reduction in the number of hours dedicated to anatomy teaching, has coincided with these dramatic changes to medical education in Australia during the past 15 years (Parker, ; Goulston and Oates, ; Craig et al, ; Ramsey‐Stewart et al, ; Goulston and Oates, ). A continued decline in the utilization of dissection has been predicted despite frequent calls from anatomists, students and clinicians to make dissection available to all medical students (Parker, ; Older, ; Chapuis et al, ; Farey et al, ).…”

Section: Introductionmentioning

confidence: 99%

Current integration of dissection in medical education in Australia and New Zealand: Challenges and successes

Bouwer

Valter

Webb

2015

Anatomical Sciences Ed

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The reduced use of dissection associated with the introduction of integrated systems problem-based learning curricula, graduate-entry programs and medical school expansion is a frequent topic of discussion and debate in modern medical training. The purpose of this study was to investigate the impact of these changes to the medical education landscape, by looking at the current utilization and integration of dissection in medical schools, in Australia and New Zealand. A survey and an invitation to participate in an interview were distributed to all Australian Medical Council-accredited medical schools. Sixteen schools (76%) responded to the survey and five interviews (24%) were conducted. Dissection was a component of the medical program in 12 of the 16 schools surveyed. The opportunity for medical students to dissect human cadavers was found to be related to whether the medical school was established pre- or post-2000 (P = 0.003) but was not significantly associated to undergraduate- or graduate-entry (P = 0.64), program length (P = 0.59) or the number of commencing students (P = 0.07). The methods used for the delivery and integration of dissection varied between schools. Despite substantial changes to the delivery of anatomy in Australian and New Zealand medical schools, a variety of approaches have been adopted to ensure dissection remains an integral component of medical student education. Based on our findings, a number of recommendations were formulated to encourage the integration of dissection, regardless of the didactics of the program, to enhance the anatomical knowledge of students.

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The Sydney University Medical Program: highlights and lessons

Cited by 8 publications

References 5 publications

Team‐based learning methods in teaching topographical anatomy by dissection

Team‐based learning methods in teaching topographical anatomy by dissection

Acquiring surgical skills: the history of surgical teaching at the University of Sydney 1883–2014

Current integration of dissection in medical education in Australia and New Zealand: Challenges and successes

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