Abstract
In recent time, anatomy as a discipline has been broadened, providing lodgings for sub-disciplines. Arising from the consequence of this expansion, it is necessary to assess the knowledge of the sub-disciplines among student trainees in anatomy. Hundred pretested and self-administered questionnaires were administered to undergraduate students and graduate students of BSc. in Anatomy of the Ebonyi State University, Abakaliki, Nigeria. Results show bio-anthropology to be least known among the students with only 1% of the individuals claiming to have adequate knowledge of it. Other disciplines like sports science and biomechanics, mortuary science, biometrics and forensic biology were higher in the list while evolutionary biology and comparative anatomy, neuroscience, clinical genetics and embryology and histology and histochemistry were top on the list with the students claiming adequate knowledge to specialize in them. This shows that not all sub-disciplines are understood and appreciated by our students and this assessment will be a guidepost in future re-design and review of our undergraduate and post-graduate curricula. Key words: curriculum, anatomy, anatomy education, sub-disciplines, Nigeria.
Highlights
The underlying principle for anatomy as a discipline emerged from its important role within the medical education (Jones, 1997)
What should have been core biomedical science programs in Anatomy are almost exclusively tied to the whims of medical education and their roles in the advancement of clinical and experimental research is undermined because of their position as teaching territories
It stemmed from the clinical predisposition of the teachers who were only interested in conventional sub-disciplines in anatomy
Summary
The underlying principle for anatomy as a discipline emerged from its important role within the medical education (Jones, 1997). What should have been core biomedical science programs in Anatomy are almost exclusively tied to the whims of medical education and their roles in the advancement of clinical and experimental research is undermined because of their position as teaching territories These attributes of the departments of Anatomy stems from their absolute constituency of medical students, who required knowledge just adequate for a career in the medical school. It stemmed from the clinical predisposition of the teachers who were only interested in conventional sub-disciplines in anatomy (gross anatomy, histology, embryology, neuro-anatomy). In the train of history, there was a dearth of anatomy teachers and core science programs were established to train scientists who will train medical students and other scientists to continue the cycle of teaching anatomy without bearing in mind that within the African setting, an average student
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