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In The Name of God. Teaching of Anatomy in different medical curriculums. Anatomy education has always been regarded as an essential requirement in the medical curriculum. Why is the study of anatomy important ?. Gross Anatomy Neuroanatomy Histology Embryology.
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Anatomy education has always been regarded as an essential requirement in the medical curriculum.
Why is the study of anatomy important ? Gross Anatomy Neuroanatomy Histology Embryology
Anatomy is basic science for other basic medical sciences. Gross Anatomy laboratories, based on cadaver dissections, seem to provide the more implicit skills to develop the basic elements of professionalism. The first “patient” is a dead one.
What is the goal of the anatomy in medical curriculum? The goal is to give students a geographic orientation to the human body and its tissues, as well as to help students understand developmental processes.
How much anatomy is enough? • What anatomy does a first year medical student need to know as a basis for the learning of other related subject matter? • What anatomy must a student know to be a competent general physician?
History of anatomical teaching in modern medical curriculums • During the early 20th century, gross anatomy occupied about one-fifth of the medical curriculum, accounting for more than 800 hours of lectures and 1,000 hours of laboratories.
Flexner’s report • The power of Flexner’s reportderived from his emphasis on the scientific basis of medical practice. • The report stated that teaching of basic sciences (including anatomy) must include not only facts and principles applicable to humans but also the facts and principles relevant to the behavioral and social aspects of health and disease.
The time between the early 1920s and late 1980s can be characterized as an uncomfortable status quo. During this time, teaching hours gradually decrease,780 hours, traditional teaching methods continued to prevail, basic science instruction lacked clinical relevance, and any integration with clinical instruction caused dissonance and dissatisfaction among preclinical teachers and students alike.
However, beginning in the early 1990s, medical curriculums slowly began to change from a conventional, subject-based approach to a multisubject, integrated approach.
In general, there are three approaches to teaching the anatomy portion of the medical school curriculum. • The first approach is the traditional discipline-based strategy, where there is a course for each individual subject area such as gross anatomy, neuroanatomy, histology and embryology.
The second approach is commonly called the integrated block system, which is basically a systems-oriented approach. In an integrated block system, students study the cardiovascular, respiratory, neurological, gastrointestinal, genitourinary (reproductive and renal), and musculoskeletal systems.
The third approach is known as problem-based learning (PBL) or case based learning. In this method, a problem is presented, and the students gather information about it. It is not necessary to solve the problem, but the experience of gathering and learning the information to support an understanding of the problem is where the learning occurs.
Anatomical curriculums in the USA and Canada • Traditional discipline-based 69% • integrated block system 20% • problem-based learning 11%
Anatomical curriculums in the UK and Irland • integrated block system 65% • Traditional discipline-based 20% • problem-based learning 15%
Anatomical curriculums in the Islamic Republic of Iran • Ahwaz university of medical sciences • Iran university of medical sciences • Gilan university of medical sciences • Yazd university of medical sciences
There are obvious cultural differences in learning styles and curriculum design. Thus, experiences from one country/culture can not be transferred to the others without reservations.
