Doctors without anatomy are like a blind that deceives the road in the desert. Traditionalists perceive a decline in
Anatomy knowledge and attribute it to the modern methods of teaching and learning. Reformers point to evidence that modern
approaches offer equivalent results in assessment when compared to traditional courses. It seems that there are three aspects
that need to be resolved: when, how much, and how to teach anatomy. In this study we reviewed more than 80 articles to
conclude some guidelines which can help in improving anatomy learning outcomes in different medical curricula. Conclusions:
We concluded that the challenge should not be to determine supremacy of one methodology over another but to maximize the
learning benefit available from the different methods. In any model of medical curricula, a professional team of medical
anatomists have to share in all the steps of curriculum building, the assessment tools and the final evaluation till the approval
of the curriculum to: 1- Ensure that all the basic anatomical objectives are chronologically arranged and sufficiently covered in
a suitable time and methodology without inflation of the curriculum by more sophisticated details which taught only for the
postgraduate students and medical anatomists. 2- Prevent any restriction of important basic knowledge which will not be
covered later on and will affect the physician medical practice. 3- Ensure that all the basic anatomical objectives are
demonstrated with their clinical application without the sophisticated details of the clinical points which will be taught in
details in the clinical years.
|
