Learning anatomy at university : effectiveness, issues and implications for the future education of doctors

Abstract

This research study utilised an illuminative case study methodology to comprehend anatomy learning and application in medical education. Principles from phenomenography and grounded theory were adopted to seek perceptions and experiences of students, staff and alumni. The research methods included focus groups, questionnaires, observations, interviews and an approaches to learning inventory (ASSIST). Through progressive focusing on significant themes a model of learning and applying anatomy knowledge is proposed. The learning of anatomy is influenced by an individual's previous experiences and their perceptions of anatomy in context. Individuals adopt a deep, strategic or surface approach to learning, influenced by identified positive or negative factors. Perception that anatomy is relevant and other positive influences result in a deep approach being adopted and vice versa for a surface approach. A strategic approach is driven by the desire to perform in assessments. The approach to learning adopted has consequences, in that the adoption of a surface or strategic approach hinders the application of knowledge at a later point. A deep approach enables knowledge application through touch-mediated perception from examining human cadaveric specimens and is the preferred approach to learning anatomy as it enables an understanding of the three-dimensional form. Anatomy learning occurs in three stages and the approach adopted reflects different levels of engagement in these stages. Application of knowledge occurs through situated learning where anatomical knowledge is restructured and through experience becomes encapsulated, enabling illness scripts to be applied in the clinical context. To enable effective learning and application of anatomy the study recommends that: " Clinical content and application of knowledge be increased in the early years of medical education and that anatomy education continues throughout undergraduate and postgraduate training. " Anatomy education includes the use of human cadaveric specimens. " Assessment should be appropriate for anatomy education and promote a deep approach.

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