From Tutoring Gross Anatomy to Pancreatic Surgery Innovation.

Alberto Balduzzi,Giovanni Marchegiani

doi:10.3390/ijerph19010359

Alberto Balduzzi, Giovanni Marchegiani

Open Access

https://doi.org/10.3390/ijerph19010359

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Abstract

The training for pancreatic surgery still is not conducted according to standardized protocols, and academic programs differ between countries and hospitals. Moreover, due to recent technological innovations such as minimally invasive and robotic surgery, and the broader indications for complex pancreatic procedures due to the use of neoadjuvant chemotherapy, training is continuously redefining itself. The historical paradigm of “see one, do one, teach one” has been challenged and might have become obsolete. Finally, the rising number of surgical residents along with the limited time required practicing during residency might represent a major limitation to becoming an independent surgeon. Gross anatomy is a solid practice for the active learning of human anatomy during medical school. With regards to the pancreas, it offers a unique opportunity to both actively study the pancreatic gland anatomy during dissection and simulate actual surgical procedures. A critical review of the literature was conducted, aiming to assess the role of gross anatomy in surgical training and possible future perspectives.

Highlights

From Tutoring Gross Anatomy to Acknowledged as a fundamental component of medical education, human anatomy offers a wide range of teaching resources and strategies
We aim to critically present the current issues regarding tutoring on the gross anatomy and underline future perspectives, with a focus on pancreatic surgery
Materials and Methods We have conducted a critical review of the literature focused on the current medical curricula, anatomical learning tools, and development of surgical skills integrated with human anatomy, aiming to provide a comprehensive overview of the current status and possible future perspectives, emphasizing pancreatic surgery

Summary

Introduction

Available data show a negative trend of gross anatomy hours in students’ curricula from a mean of 248.7 h in 1973 down to 143.6 h in 2001 [1] and 129 h in 2017 [2]. These results underline the risk that post-graduate students might lack proper anatomical preparation for residency. Most students recognize anatomy as “very” to “extremely” important to medical training. They believe their anatomy knowledge to be insufficient [4]

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