real
time web analytics
Skip to main content Skip to main navigation menu Skip to site footer

open access & Peer Reviewed

Teaching Anatomy: need or taste?

Ahmad Farrokhi, Masoume Soleymani Nejad

Downloads

Download data is not yet available.

Abstract

Background: Anatomy is one of the core sections of Basic Medical Sciences. Given the central role of anatomy, the development of medical knowledge and reach new horizons in science is not possible without relying on anatomy. Since in the anatomy science, students are familiar with the basic terms of medical language, the anatomy's hard to know and have a negative attitude towards this course. With these conditions, anatomy professors have an important role in providing incentives for medical students. However, sometimes applying tastes and the entry of too much anatomical detail creates conditions that cut the motivation for medical students. Therefore, this article seeks to offer solutions to cut apply tasteless and coordinate the teaching of anatomy to interest and motivate medical students to increase this lesson.

Keywords: Anatomy, Medical Students.

Introduction

Anatomy is a multidimensional subject in which students learn the body structures, their functions and relationship theoretically. Research has shown that advanced organizers such as showing the structures before teaching theory has a great impact on students' learning, facilitates learning and increase their interest in this course [1].Providing a thorough knowledge of anatomy to medical students prepares them to enter the field of practical lessons. Anatomy is not only one of the main courses of medicine, but also contributes the advancement of medicine. However, there are problems to be investigated and ways of changing the anatomy teaching so that a medical student can learn it better have to be sought for [2]. Knowledge of anatomy is of value in clinical trials and clinical practice for medical students. Since anatomy contains a great amount of medical terms, location of organs and their adjacencies it is considered one of the difficult courses. The method of teaching anatomy as other courses in medicine can influence the learning ability of students to a great extent. New methods of teaching in basic sciences, specifically those methods which are closer to clinical issues, increase the students' motivation for learning [3]. Precise learning of human anatomy is a necessity for medical students in order to distinguish between a physiologic or pathologic status [4]. However, anatomists are confronted with challenges like presenting the materials in restricted time with limited references [5]. Learning anatomy is based on a high imagination power and a strong memory since it provides a massive amount of information [6]. Low motivation of students, which is caused by their inability to memorize the material leads to their inability to put into practice the learned subjects [7]. Anatomists are active in various fields such as anatomy, embryology, and histology [8]. Professors and students often criticize about the relationship of detailed basic sciences and clinical courses and students always bring this question that is it necessary to learn the detailed basic sciences for better clinical services? [9]. Today, to solve the problems, different universities of the world have reformed their method of teaching basic sciences, such as integration of basic and clinical sciences or methods based on problem-solving [10]. Anatomists sometimes are criticized for their detailed teaching and it is said that these details can sometimes prevent the students to learn better. It is declared that for better memorizing and longevity of learning it is inevitable to provide a background [6]. Given the different methods of teaching anatomy at different universities throughout the world [11, 12, 13, 14] there is no consensus between teaching methods [15]. This lack of coordination in teaching methods can largely influence the students' learning and experience and finally, it affects their clinical function.

Conclusion

Due to massive and difficult materials in anatomy, it seems that the methods of teaching should be arranged in a way that they are not personalized and too much detailed. Clinical relationship of the materials should be considered, as well. Given that the lecture method is the oldest method of teaching anatomy and medical students only to maintain the course itself, expected medical universities in the world in a move consistent with the use of new technologies to operate modern teaching methods such as the use of three-dimensional software for teaching anatomy. It is a better syllabus for teaching anatomy courses in all universities of the same world to prevent the creation of taste in the teaching of anatomy.

References

  1. Reidenberg JS, Laitman JT. The new face of gross anatomy. The Anatomical Record. 2002;269(2):81-8. View Article Google Scholar
  2. Bay B, Ling E. Teaching of anatomy in the new millennium. Singapore Med J. 2007;48(3):182-. View Article Google Scholar
  3. Mehralizadeh S, Pourhoseini M, Ghorbani R, Zolfaghary S. Factors affecting learning of anatomy: students' viewpoints. Iranian Journal of Medical Education. 2013;13(1):49-57. Google Scholar
  4. Cappabianca P, Magro F. The lesson of anatomy. Elsevier;. 2009;:-. View Article Google Scholar
  5. Kaimkhani ZA, Ahmed M, Al-Fayez M, Zafar M, Javaid A. Does the existing traditional undergraduate Anatomy curriculum satisfy the senior medical students? A retrospective evaluation. Einstein (Säo Paulo). 2009;7(3):-. View Article Google Scholar
  6. Patel K, Moxham B. Attitudes of professional anatomists to curricular change. Clin Anat. 2006;19(2):132-4. View Article Google Scholar
  7. Pourghasem M, Sum s. Practical Anatomy as an Advance Organizer for Anatomy Lectures: Effectiveness in Learning Facilitation for Dental Students. Iranian Journal of Medical Education. 2011;11(5):478-84. Google Scholar
  8. Hassanzadeh G, Hassanpoor N, Jalali A, Hassanzadeh N, Jafari M, Panahi N. Teaching Anatomy: Viewpoints of Iranian Anatomists. Thrita. 2012;1(2):62-6. View Article Google Scholar
  9. Shariati M, Jafarinaveh H, Bakhshi H. The Role of Anatomy Course in achieving Clinical Objectives: The Viewpoints of Rafsanjan Medical University Students in Clinical Settings. Iranian Journal of Medical Education. 2005;5(2):176-80. View Article Google Scholar
  10. Dahle L, Brynhildsen J, Fallsberg MB, Rundquist I, Hammar M. Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden. Med Teach. 2002;24(3):280-5. View Article Google Scholar
  11. Lockwood A, Roberts A. The anatomy demonstrator of the future: An examination of the role of the medically‐qualified anatomy demonstrator in the context of tomorrow's doctors and modernizing medical careers. Clin Anat. 2007;20(4):455-9. Google Scholar
  12. Older J. Anatomy: a must for teaching the next generation. The Surgeon. 2004;2(2):79-90. View Article Google Scholar
  13. Jones DG. Anatomy departments and anatomy education: reflections and myths. Clin Anat. 1997;10(1):34-40. View Article Google Scholar
  14. Cottam WW. Adequacy of medical school gross anatomy education as perceived by certain postgraduate residency programs and anatomy course directors. Clin Anat. 1999;12(1):55-65. View Article Google Scholar
  15. Patel K, Moxham B. The relationships between learning outcomes and methods of teaching anatomy as perceived by professional anatomists. Clin Anat. 2008;21(2):182-9. View Article Google Scholar
Author's Affiliation
Article Details

Issue: Vol 1 No 2 (2017)
Page No.: AT1-AT2
Received: Apr 30, 2017
Published: May 2, 2017
Section: Editorial
DOI: https://doi.org/10.5281/zenodo.573037

Copyright Info

Creative Commons License

Copyright: The Authors. This is an open access article distributed under the terms of the Creative Commons Attribution License CC-BY 4.0., which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
How to Cite
Farrokhi, A., & Soleymani Nejad, M. (2017). Teaching Anatomy: need or taste?. Journal Of Medical Research And Innovation, 1(2), AT1-AT2. doi:10.5281/zenodo.573037
Downloading options
Figures, Tables and Supplementary files
Article Statistics
HTML viewed = 603 times
PDF viewed = 85 times
XML viewed = 55 times