Why teach anatomy? Anatomists respond

Paalman, Mark H.

doi:10.1002/(sici)1097-0185(20000215)261:1<1::aid-ar1>3.0.co;2-3

Cited by 30 publications

(26 citation statements)

References 9 publications

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“…Changes to the content of anatomy 23 . The decreased time available for teaching anatomy 2,6,13,14,18 is certainly recognised by students as a fundamental problem 6,15 . The decrease in time spent on dissection and in histology practicals should be carefully considered when changes to curricula are made, as decreased time also reduces the time available to students for the synthesis of difficult concepts.…”

Section: Discussionmentioning

confidence: 99%

“…Gross anatomy was also ranked 'first' in order of importance by more programmes more often than any other basic science 6 . Although it is acknowledged that gross anatomy plays a pivotal role in the training of veterinary and medical professionals, a persistent and continuing erosion of the time available for teaching anatomy, together with concomitant loss of academic staff, has become an all too familiar reality 2,4,6,13,14,18 . This has led to an ongoing programme by many anatomy departments to modify their curricula and teaching methods, leading in some instances to the merging of gross anatomy with related subjects such as histology and embryology 6 .…”

Section: Introductionmentioning

confidence: 99%

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Student perceptions of problem topics / concepts in a traditional veterinary anatomy course

Soley¹,

Kramer²

2001

J. S. Afr. Vet. Assoc.

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While particular attention is paid to the nature and content of anatomy curricula, little has been published about the actual problem topics/concepts experienced by students of anatomy. This information is relevant to modifying existing courses and methods of teaching. The present study thus sought to identify, by means of a questionnaire administered to students of veterinary anatomy, perceived problem topics, the possible reasons for the problems, as well as student suggestions for solving the problems. Awide range of problem topics was identified by this survey, of which neuroanatomy, neurohistology and organogenesis recurred most frequently. A major reason given for the problems experienced was an inability to conceptualise 3- dimensional structures. Students requested more time, more lectures and appealed for a reduction in detail of textual information. Many of the problems experienced by this group of students are reflected in other studies of veterinary, medical and dental students, which suggests the existence of 'universal' problem topics in the various fields of anatomy. We believe that these universal problem topics exist in many anatomy courses, despite the application of innovative teaching methods and advanced audio-visual technologies. Only by identifying these topics can suitable strategies (within the constraints of the particular curriculum) be devised to resolve them.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student perceptions of problem topics / concepts in a traditional veterinary anatomy course

Soley¹,

Kramer²

2001

J. S. Afr. Vet. Assoc.

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“…Así, en el ámbito nacional, prácticamente todos los cursos de Anatomía, Neuroanatomía, Embriología e Histología han visto mermadas sus horas docentes; a esto es necesario agregar el incremento en el número de alumnos por curso, los cuales efectivamente han doblado su matrícula. Irónicamen-te, estos procesos de ajuste y reducción se desarrollan en paralelo con los progresos tecnológicos en el campo de la imagenología médica, área de continuo y sostenido crecimiento que está demandando de manera importante a la Anatomía Humana in vivo (Paalman, 2000). Nuestros datos detectaron un inadecuado rendimiento en la identificación de estructuras anatómicas, por parte de los residentes de primer año de Radiología en la evaluación diagnóstica, situándose muy por debajo del rendimiento del curso de pregrado (3,14 v/s 5,75).…”

Section: Discussionunclassified

“…El comienzo del siglo XXI se ha caracterizado por un avance tecnológico notable, con la emergencia de sofisticadas técnicas de imágenes médicas tridimensionales y el desarrollo de terapias mínimamente invasivas en el ámbito de la cardiocirugía, neurocirugía, etc., que, literalmente, han introducido en el ambiente médico una nueva forma de ver la anatomía (Paalman, 2000). Irónicamente, en el momento actual, en que el conocimiento anatómico está siendo intensamente requerido, las ciencias morfológicas en Departamento de Anatomía, Escuela de Medicina, Pontificia Universidad Católica de Chile.…”

Section: Introduccionunclassified

Anatomía y Neuroanatomía, Disciplinas Perjudicadas por la Reforma Curricular

2007

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RESUMEN:En los últimos tiempos, la docencia en Morfología ha debido enfrentar un escenario cambiante, producto de: a) un cambio curricular que ha llevado a la reducción de las horas destinadas a los cursos de Anatomía y Neuroanatomía; b) la dificultad creciente de obtener material cadavérico para las actividades prácticas de dichos cursos; c) el incremento en el número de alumnos de los cursos de pregrado; y, d) la reducción alarmante de los cultores de estas ciencias básicas del currículo de Medicina. Como resultado de lo anterior, es dable esperar, que esta situación -que tiene un alcance mundial-, más temprano que tarde tenga un efecto en el conocimiento morfológico de los médicos recién formados. En este estudio se analiza el rendimiento obtenido en pruebas diagnósticas de reconocimiento de estructuras en Anatomía y Neuroanatomía, aplicadas a médicos residentes de primer año de la especialidad de Radiología, formados bajo este nuevo paradigma curricular. Los resultados mostraron que la nota promedio (escala 1 a 7) de la prueba diagnóstica fue 3,14 + 0,99. Es interesante notar que para una evaluación similar, los alumnos de primer año de la carrera de medicina obtienen una nota promedio de 5,75 + 0,55. Luego de aplicar a los mismos residentes del estudio un curso teórico-práctico de nivelación en Anatomía, se aprecia un mejoramiento en el reconocimiento de estructuras anatómicas, con nota promedio de 4,79 + 0,96; detectándose una mejora sustantiva en la identificación de elementos en secciones anatómicas de tronco. En las evaluaciones de temas neuroanatómicos, las diferencias son aún más notorias (1,53 v/s 3,97). Estos datos reposicionan a las actividades prácticas de Anatomía, en especial el trabajo con material cadavé-rico, como un quehacer central en el proceso de aprendizaje de estos temas. Esta situación de olvido y/o desconocimiento observada en los nuevos médicos, ha generado una gran demanda por cursos de apoyo morfológico para las distintas especialidades.

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“…Another major justification for studying embryology in medical schools is to provide a basis for understanding the genesis of human birth defects (Carlson, 2002). However, the time devoted to anatomy and embryology teaching is decreasing due to the enormous proliferation of new disciplines in medical science (Yates, 1999;Paalman, 2000). Actually, the total course hours for embryology is mostly less than 20 hours (Drake et al, 2002), which is not sufficient for students to acquire a coherent disciplinary knowledge of embryology.…”

Section: ) Its Histological Section Is Displayed (B) CDmentioning

confidence: 99%

Graphic and movie illustrations of human prenatal development and their application to embryological education based on the human embryo specimens in the Kyoto collection

Yamada

Uwabe

Nakatsu-Komatsu

et al. 2005

Developmental Dynamics

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Morphogenesis in the developing embryo takes place in three dimensions, and in addition, the dimension of time is another important factor in development. Therefore, the presentation of sequential morphological changes occurring in the embryo (4D visualization) is essential for understanding the complex morphogenetic events and the underlying mechanisms. Until recently, 3D visualization of embryonic structures was possible only by reconstruction from serial histological sections, which was tedious and time-consuming. During the past two decades, 3D imaging techniques have made significant advances thanks to the progress in imaging and computer technologies, computer graphics, and other related techniques. Such novel tools have enabled precise visualization of the 3D topology of embryonic structures and to demonstrate spatiotemporal 4D sequences of organogenesis. Here, we describe a project in which staged human embryos are imaged by the magnetic resonance (MR) microscope, and 3D images of embryos and their organs at each developmental stage were reconstructed based on the MR data, with the aid of computer graphics techniques. On the basis of the 3D models of staged human embryos, we constructed a data set of 3D images of human embryos and made movies to illustrate the sequential process of human morphogenesis. Furthermore, a computer-based self-learning program of human embryology is being developed for educational purposes, using the photographs, histological sections, MR images, and 3D models of staged human embryos. Developmental Dynamics 235:468 -477, 2006.

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Why teach anatomy? Anatomists respond

Cited by 30 publications

References 9 publications

Student perceptions of problem topics / concepts in a traditional veterinary anatomy course

Student perceptions of problem topics / concepts in a traditional veterinary anatomy course

Anatomía y Neuroanatomía, Disciplinas Perjudicadas por la Reforma Curricular

Graphic and movie illustrations of human prenatal development and their application to embryological education based on the human embryo specimens in the Kyoto collection

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