Abstract
Teaching anatomy in a problem-based learning (PBL) curriculum poses some specific challenges. The characteristics of a PBL curriculum are therefore discussed first, and the importance of a spiral curriculum and teaching in context are stressed. Next, this chapter describes good practices and pitfalls when it comes to addressing anatomical knowledge in tutorial groups, giving lectures, implementation of dissection room sessions, and the use of teaching materials. These sections are covered with special attention to some outdated notions and misconceptions concerning anatomy education in PBL. Furthermore the struggle to stimulate students to take a deep approach to learning and to create a coherent mental representation of the anatomy of the whole body is discussed and possible solutions given.
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