Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes

Ahmed M. S. Hegazy; Liaqat Minhas

doi:doi:10.11648/j.ijcda.20150103.11

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Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes

Ahmed M. S. Hegazy, Liaqat Minhas

Published in International Journal of Clinical and Developmental Anatomy (Volume 1, Issue 3)

Received: 15 July 2015 Accepted: 24 July 2015 Published: 28 July 2015

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Abstract

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

Published in	International Journal of Clinical and Developmental Anatomy (Volume 1, Issue 3)
DOI	10.11648/j.ijcda.20150103.11
Page(s)	52-63
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Anatomy, Teaching, Medical Curriculum, Medical Education, Methodology

References

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Ahmed M. S. Hegazy, Liaqat Minhas. (2015). Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes. International Journal of Clinical and Developmental Anatomy, 1(3), 52-63. https://doi.org/10.11648/j.ijcda.20150103.11

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Ahmed M. S. Hegazy; Liaqat Minhas. Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes. Int. J. Clin. Dev. Anat. 2015, 1(3), 52-63. doi: 10.11648/j.ijcda.20150103.11

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Ahmed M. S. Hegazy, Liaqat Minhas. Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes. Int J Clin Dev Anat. 2015;1(3):52-63. doi: 10.11648/j.ijcda.20150103.11

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@article{10.11648/j.ijcda.20150103.11,
  author = {Ahmed M. S. Hegazy and Liaqat Minhas},
  title = {Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes},
  journal = {International Journal of Clinical and Developmental Anatomy},
  volume = {1},
  number = {3},
  pages = {52-63},
  doi = {10.11648/j.ijcda.20150103.11},
  url = {https://doi.org/10.11648/j.ijcda.20150103.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijcda.20150103.11},
  abstract = {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},
 year = {2015}
}

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TY  - JOUR
T1  - Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes
AU  - Ahmed M. S. Hegazy
AU  - Liaqat Minhas
Y1  - 2015/07/28
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DO  - 10.11648/j.ijcda.20150103.11
T2  - International Journal of Clinical and Developmental Anatomy
JF  - International Journal of Clinical and Developmental Anatomy
JO  - International Journal of Clinical and Developmental Anatomy
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AB  - 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
VL  - 1
IS  - 3
ER  -

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Author Information

Ahmed M. S. Hegazy

Anatomy Department, Benha Faculty of Medicine, Benha University, Benha City, Egypt
Liaqat Minhas

Anatomy Department, Faculty of Medicine, Northern Border University (NBU), Arar City, Saudi Arabia

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Ahmed M. S. Hegazy, Liaqat Minhas. (2015). Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes. International Journal of Clinical and Developmental Anatomy, 1(3), 52-63. https://doi.org/10.11648/j.ijcda.20150103.11

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Ahmed M. S. Hegazy; Liaqat Minhas. Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes. Int. J. Clin. Dev. Anat. 2015, 1(3), 52-63. doi: 10.11648/j.ijcda.20150103.11

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Ahmed M. S. Hegazy, Liaqat Minhas. Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes. Int J Clin Dev Anat. 2015;1(3):52-63. doi: 10.11648/j.ijcda.20150103.11

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@article{10.11648/j.ijcda.20150103.11,
  author = {Ahmed M. S. Hegazy and Liaqat Minhas},
  title = {Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes},
  journal = {International Journal of Clinical and Developmental Anatomy},
  volume = {1},
  number = {3},
  pages = {52-63},
  doi = {10.11648/j.ijcda.20150103.11},
  url = {https://doi.org/10.11648/j.ijcda.20150103.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijcda.20150103.11},
  abstract = {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},
 year = {2015}
}

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TY  - JOUR
T1  - Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes
AU  - Ahmed M. S. Hegazy
AU  - Liaqat Minhas
Y1  - 2015/07/28
PY  - 2015
N1  - https://doi.org/10.11648/j.ijcda.20150103.11
DO  - 10.11648/j.ijcda.20150103.11
T2  - International Journal of Clinical and Developmental Anatomy
JF  - International Journal of Clinical and Developmental Anatomy
JO  - International Journal of Clinical and Developmental Anatomy
SP  - 52
EP  - 63
PB  - Science Publishing Group
SN  - 2469-8008
UR  - https://doi.org/10.11648/j.ijcda.20150103.11
AB  - 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
VL  - 1
IS  - 3
ER  -

Copy | Download