Abstract
While particular attention is paid to the nature and content of anatomy curricula, little has been published about the actual problem topics/concepts experienced by students of anatomy. This information is relevant to modifying existing courses and methods of teaching. The present study thus sought to identify, by means of a questionnaire administered to students of veterinary anatomy, perceived problem topics, the possible reasons for the problems, as well as student suggestions for solving the problems. A wide range of problem topics was identified by this survey, of which neuroanatomy, neurohistology and organogenesis recurred most frequently. A major reason given for the problems experienced was an inability to conceptualise 3-dimensional structures. Students requested more time, more lectures and appealed for a reduction in detail of textual information. Many of the problems experienced by this group of students are reflected in other studies of veterinary, medical and dental students, which suggests the existence of 'universal' problem topics in the various fields of anatomy. We believe that these universal problem topics exist in many anatomy courses, despite the application of innovative teaching methods and advanced audio-visual technologies. Only by identifying these topics can suitable strategies (within the constraints of the particular curriculum) be devised to resolve them.
Highlights
The importance of anatomy as an essential component of veterinary and medical curricula has been emphasised in a number of studies[6,22]
Analysis of the results indicated no differences in the number or type of problem topics experienced by weaker (69 %) students in both gross anatomy/embryology and histology
Students need to develop independent learning skills, an analytical capacity and the ability to seek and find information for themselves, if they are to become life-long learners. This survey succeeded in identifying a range of problem topics/concepts experienced by undergraduate students of veterinary science taking a traditional anatomy curriculum
Summary
The importance of anatomy as an essential component of veterinary and medical curricula has been emphasised in a number of studies[6,22]. It is acknowledged that gross anatomy plays a pivotal role in the training of veterinary and medical professionals, a persistent and continuing erosion of the time available for teaching anatomy, together with concomitant loss of academic staff, has become an all too familiar reality[2,4,6,13,14,18]. This has led to an ongoing programme by many anatomy departments to modify their curricula and teaching methods, aDepartment of Anatomy, Faculty of Veterinary Science, University of Pretoria, Private Bag X04, Onderstepoort, 0110 South Africa.
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