Gross anatomy as the foundation of integrated veterinary biomedical curriculum

Abstract

The curriculum reform is usually accompanied by reduced times allocated to the teaching of anatomy. During the recent review and revision of the veterinary medical curriculum at the University of Saskatchewan, we successfully pursued the argument to integrate the teaching of veterinary biomedical disciplines around the teaching of gross anatomy. The dissection of dog in a regional format is used to teach the comparative anatomy of other veterinary species, and to coordinate and integrate the teaching of histology, embryology, biochemistry and physiology. At the end of teaching of a particular region, we do integrative clinical case studies in groups of 7–8 students (3 sessions of 90 minutes each) to integrate the information from anatomy, physiology and biochemistry. At the end each case study, the whole class is brought together for a wrap‐up session. In addition to better disciplinary and professional skills learning outcomes for the students, there is better cohesion among the biomedical science faculty. Because many colleagues from clinical departments help in development and facilitation of the integrative case studies, there is better interaction and communication between the departments.