Abstract
The topographical anatomy of the human body is a necessary study for medical students. It is often regarded by them as a ‘difficult’ subject, whether taught as a pre-clinical discipline or as part of an integrated undergraduate course. In October 1984 the teaching of Anatomy at Sheffield University Medical School was radically changed. Consideration of fundamental educational principles led to us moving the emphasis away from dissection and phenomenal feats of memory, towards acquisition of more efficient and exciting learning skills and cognitive patterns. This paper aims to give an account of the background to our changes, going on to describe both theories and practices. Ongoing plans for objective evaluation of curriculum change are reported, and a critical discussion of our achievement so far is included.
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