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2007 | 66 | 2 |

Tytuł artykułu

What do clinicians think of the anatomical knowledge of medical students? Results of a survey

Warianty tytułu

Języki publikacji

EN

Abstrakty

EN
Human anatomy is one of basic courses in medical education. It usually takes place during the first year of the medical school syllabus. However, the results of the course, if defined as profound anatomical knowledge, are not applied by the students until several years after the final anatomy examination. The aim of the study was to evaluate the anatomical knowledge of senior medical students. For this reason a survey was distributed among teachers responsible for clinical rotas. The results of the study were intended to give the answer to the question, “What do students remember several years after the anatomy examination?” as expressed by their clinical teachers. The questionnaire included four closed questions and one open question. The closed questions concerned general anatomical knowledge, whether the anatomy course should be extended and whether additional courses should be introduced and included a question about student knowledge of particular systems. The open question concerned ways of improving anatomical education. As a result of the survey it was observed that surgical specialists had a significantly lower opinion of the medical knowledge of their students than had medical specialists. Most of the suggestions for improving anatomical education were related to introducing clinical applications of anatomical knowledge.

Wydawca

-

Czasopismo

Rocznik

Tom

66

Numer

2

Opis fizyczny

p.138-142,fig.,ref.

Twórcy

  • Medical University of Lublin, Jaczewskiego 4, 20-094 Lublin, Poland
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Bibliografia

  • 1. Barrows HS (1986) A taxonomy of problem-based learning methods. Med Educ, 20: 481–486.
  • 2. Cottam WW (1999) Adequacy of medical school gross anatomy education as perceived by certain postgraduate residency programs and anatomy course directors. Clin Anat, 12: 55–65.
  • 3. Ellis H (2001) Teaching in the dissecting room. Clin Anat, 14: 149–151.
  • 4. Fasel JDH (1988) Use of plastinated specimens in surgical education and clinical practice. Clin Anat, 1: 197–203.
  • 5. Garg A, Norman GR, Spero L, Maheshwari P (1999) Do virtual computer models hinder anatomy learning? Acad Med, 74: 87–89.
  • 6. General Medical Council Education Committee (1993) Tomorrow’s Doctors: Recommendations on Undergraduate Medical Education. General Medical Council, London.
  • 7. Goodwin H (2000) Litigation and surgical practice in the UK. Br J Surg, 87: 977–979.
  • 8. Older J (2004) Anatomy. A must for teaching the next generation. Surgeon, 2: 79–90.
  • 9. Prince KJ, van der Wiel MW, Scherpbier AJ, van der Vleuten CD, Boshuizen HP (2000) A qualitative analysis of the transition from theory to practice in undergraduate training in a PBL Medical school. Adv Health Sci Educ, 5: 105–116.
  • 10. Sinclair D (1975) The two anatomies. Lancet, 19: 875–878.
  • 11. Verhoeven BH, Verwithnen GM, Scherpbier AJ (1998) An analysis of progress test results of PBL and non PBL students. Med Teacher, 20: 310–316.
  • 12. Walsh RJ, Bohn RC (1990) Computer assisted instructions: a role in teaching human gross anatomy. Med Educ, 24: 499–506.
  • 13. Waterson SW, Stewart IJ (2005) Survey of clinicians’ attitudes to the anatomical teaching and knowledge of medical students. Clin Anat, 18: 380–384.

Typ dokumentu

Bibliografia

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