Understanding the current anatomical competence landscape: Comparing perceptions of program directors, residents, and fourth‐year medical students

Abstract

A mixed methods survey of fourth-year medical students, resident physicians, and residency program directors at the Indiana University School of Medicine gathered perceptions of anatomical competence-defined as the anatomical education necessary for effective clinical practice. The survey items explored numerous aspects of anatomical competence, including the most effective modes of instruction, perceptions of readiness for clinical practice, and specific suggestions for improving anatomical education during medical school and residency. The response rate was 46% for fourth-year medical students, 47% for residents (as graduates from 137 medical schools), and 71% for program directors. A majority of students and residents reported that their course in Gross Anatomy prepared them well for clinical practice; that cadaveric dissection was important in the early development of their anatomical competence; and that placing a greater emphasis on clinical relevance in medical school would have improved their anatomical competence even further. However, in terms of anatomical preparedness upon entering residency, the program directors rated their residents less prepared than the residents rated themselves. All three groups agreed that there is need for additional opportunities for anatomical educational during medical school and residency. Suggestions for improving anatomical education included the following: providing more opportunities for cadaveric dissection during medical school and residency; more consistent teaching of anatomy for clinical practice; more workshops that review anatomy; and better integration of anatomy with the teaching of other subjects during medical school. Anat Sci Educ 9: 307-318. © 2015 American Association of Anatomists.

Benefits of extracurricular participation in dissection in a prosection‐based medical anatomy program

“…This suggests that dissection is valued by medical students regardless of career interests. This notion is consistent with studies establishing that cadaveric dissection and anatomical knowledge are perceived by clinicians and residents across various fields to be essential (albeit to differing extents) to their clinical preparedness (Pabst, ; Bohl and Gest, ; Lazarus et al, ; Orsbon et al, ; Fillmore et al, ).…”

“…This extracurricular material was frequently recognized as being useful for the preparation for clinical duties. Similarly, students also commonly perceived benefits regarding surgical anatomy knowledge, an area severely underrepresented in modern medical schools (Fillmore et al, ; Sheikh et al, ).…”

“…Nonetheless, program administrators looking to provide curricular time for new initiatives may argue that de‐emphasizing cadaveric dissection will not negatively impact medical student performance. Conversely, cadaveric dissection has long been considered the “gold standard” of anatomy education, in part, for reasons that cannot be easily captured by examinations (Kerby et al, ; Chapman et al, ; Fillmore et al, ). For example, dissection is suggested to improve manual dexterity (Johnson et al, ; Ovsenek, ) and enhance appreciation for anatomical spatial relationships (Johnson et al, ; Chapman et al, ; Ovsenek, ).…”

Anatomy education in occupational therapy curricula: Perspectives of practitioners in the United States

“…Anatomy education in allied health education programs continues to evolve in response to a variety of factors. These include reduction in the number of qualified teaching faculty, availability of cadavers and laboratory space, reduced time allotted to teaching anatomy, a rise in integrated anatomy curricula without a standalone course, use of technology in the classroom, and student needs and learning styles (Williams and Lau, 2004;Turney, 2007;Drake et al, 2009;DiLullo et al, 2011;Gabard et al, 2012;Fillmore et al, 2016;Leveritt et al, 2016). The majority of research on anatomy education and curricular content recommendations pertain to medical education; there is a paucity of published literature that addresses anatomy in OT education programs, and the knowledge necessary for entry level practice (Latman and Lanier, 2001;Schofield, 2013;Carroll and Lawson, 2014).…”

Student and recent graduate perspectives on radiological imaging instruction during basic anatomy courses

“…Prior research has evaluated stakeholders' opinions of medical imaging topics for students during anatomy instruction, and there now exists ample literature that describes what information students, anatomists, clinicians, and radiologists believe should be taught in medical and radiological anatomy (Rudland and Rennie, ; Lazarus et al, ; Orsbon et al, ; Murphy et al, ; Fillmore et al, ). The delivery of this information has continued to be an area of active research.…”