Relevance of anatomy to medical education and clinical practice: perspectives of medical students, clinicians, and educators
Relevance of anatomy to medical education and clinical practice: perspectives of medical students, clinicians, and educators
Introduction
Against a backdrop of ever-changing diagnostic and treatment modalities, stakeholder perceptions (medical students, clinicians, anatomy educators) are crucial for the design of an anatomy curriculum which fulfils the criteria required for safe medical practice. This study compared perceptions of students, practising clinicians, and anatomy educators with respect to the relevance of anatomy education to medicine.
Methods
A quantitative survey was administered to undergraduate entry (n = 352) and graduate entry students (n = 219) at two Irish medical schools, recently graduated Irish clinicians (n = 146), and anatomy educators based in Irish and British medical schools (n = 30). Areas addressed included the association of anatomy with medical education and clinical practice, mode of instruction, and curriculum duration.
Results
Graduate-entry students were less likely to associate anatomy with the development of professionalism, teamwork skills, or improved awareness of ethics in medicine. Clinicians highlighted the challenge of tailoring anatomy education to increase student readiness to function effectively in a clinical role. Anatomy educators indicated dissatisfaction with the time available for anatomy within medical curricula, and were equivocal about whether curriculum content should be responsive to societal feedback.
Conclusions
The group differences identified in the current study highlight areas and requirements which medical education curriculum developers should be sensitive to when designing anatomy courses.
338-346
Sbayeh, Amgad
696ef914-67dc-4b80-b814-b58380749fd7
Qaedi Choo, Mohammad A.
207a0da1-820d-4c83-87fd-209f21db19b1
Quane, Kathleen A.
1de4d3ac-43de-40d9-b6ca-186226369de0
Finucane, Paul
dc2a9181-9e02-4fe3-b0f6-4e2816a503aa
Mcgrath, Deirdre
40585dea-879b-4bde-83c5-051a5e8dfdfc
O’flynn, Siun
b47d607d-6dc1-4004-b55a-a86462838edf
O’mahony, Siobhain M.
48180ef9-768e-4f62-a729-a9d88615897b
O’Tuathaigh, Colm M.P.
67972810-07b7-449d-84f2-5b658e6bd553
December 2016
Sbayeh, Amgad
696ef914-67dc-4b80-b814-b58380749fd7
Qaedi Choo, Mohammad A.
207a0da1-820d-4c83-87fd-209f21db19b1
Quane, Kathleen A.
1de4d3ac-43de-40d9-b6ca-186226369de0
Finucane, Paul
dc2a9181-9e02-4fe3-b0f6-4e2816a503aa
Mcgrath, Deirdre
40585dea-879b-4bde-83c5-051a5e8dfdfc
O’flynn, Siun
b47d607d-6dc1-4004-b55a-a86462838edf
O’mahony, Siobhain M.
48180ef9-768e-4f62-a729-a9d88615897b
O’Tuathaigh, Colm M.P.
67972810-07b7-449d-84f2-5b658e6bd553
Sbayeh, Amgad, Qaedi Choo, Mohammad A., Quane, Kathleen A., Finucane, Paul, Mcgrath, Deirdre, O’flynn, Siun, O’mahony, Siobhain M. and O’Tuathaigh, Colm M.P.
(2016)
Relevance of anatomy to medical education and clinical practice: perspectives of medical students, clinicians, and educators.
Perspectives on Medical Education, 5 (6), .
(doi:10.1007/s40037-016-0310-4).
Abstract
Introduction
Against a backdrop of ever-changing diagnostic and treatment modalities, stakeholder perceptions (medical students, clinicians, anatomy educators) are crucial for the design of an anatomy curriculum which fulfils the criteria required for safe medical practice. This study compared perceptions of students, practising clinicians, and anatomy educators with respect to the relevance of anatomy education to medicine.
Methods
A quantitative survey was administered to undergraduate entry (n = 352) and graduate entry students (n = 219) at two Irish medical schools, recently graduated Irish clinicians (n = 146), and anatomy educators based in Irish and British medical schools (n = 30). Areas addressed included the association of anatomy with medical education and clinical practice, mode of instruction, and curriculum duration.
Results
Graduate-entry students were less likely to associate anatomy with the development of professionalism, teamwork skills, or improved awareness of ethics in medicine. Clinicians highlighted the challenge of tailoring anatomy education to increase student readiness to function effectively in a clinical role. Anatomy educators indicated dissatisfaction with the time available for anatomy within medical curricula, and were equivocal about whether curriculum content should be responsive to societal feedback.
Conclusions
The group differences identified in the current study highlight areas and requirements which medical education curriculum developers should be sensitive to when designing anatomy courses.
Text
art%3A10.1007%2Fs40037-016-0310-4
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e-pub ahead of print date: 26 October 2016
Published date: December 2016
Organisations:
Centre for Learning Anatomical Sciences
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Local EPrints ID: 410578
URI: http://eprints.soton.ac.uk/id/eprint/410578
ISSN: 2212-2761
PURE UUID: a76713ae-bc79-4ef0-ad9c-64312a2dc94b
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Date deposited: 09 Jun 2017 09:08
Last modified: 15 Mar 2024 13:56
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Contributors
Author:
Mohammad A. Qaedi Choo
Author:
Kathleen A. Quane
Author:
Paul Finucane
Author:
Deirdre Mcgrath
Author:
Siun O’flynn
Author:
Siobhain M. O’mahony
Author:
Colm M.P. O’Tuathaigh
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