Method Of Teaching Anatomy Research Articles

Medical Students’ Perception and preferences on Methods of Anatomy Teaching- A survey between public and private institutes of Karachi, Pakistan

Anatomy is an essential and basic subject in the field of human sciences. The reforms and new teaching methodologies has been revolutionizing the world and helping the student in better understanding the anatomical landmarks and specific details in an interactive way. The present study evaluated the mode of anatomy teaching in public and private medical institutes of Karachi along with the opinion of students on the best teaching tool of anatomy. A total of 347 participants from private and public medical colleges of Karachi participated in the study. The data was collected by rotating questionnaires in the classrooms. Data was analyzed using Statistical Package for Social Sciences (SPSS) version 20. The mean age ± SD of our sample was 19.10 ± 0.77 years. In this study, majority of students from private sector institute were satisfied (58%) with the teaching methodology implemented for teaching Anatomy whereas, about (74%) participants from public sector institutes were not satisfied with the teaching methodology of teaching Anatomy. Students recommended that the use of Anatomy models may help in their better understanding of Anatomy. The present study indicates that public and private medical institutes were still using old multimedia based teaching methods of anatomy and the students were not very satisfied with the mode of teaching in their institutes. Amendments and reforms shall be implemented and efficacious teaching techniques should be applied taking into consideration the opinion of the students to bring out the best understaning in the field of Anatomy.

Early Orientation of Preclinical Mbbs Students in Clinicoradiological Skills

As per GMER 2019, the goal of medical education is to creat IMG , who is clinician of first contact ,leader ,communicator,Life long learner and Professional .Basic science (Anatomy ) is the corner stone of Radiodiagnostic principles .Early Clinico Diagnostic (Radiological) Exposure (ECDE ) ensures well integrated knowledge of applied Anatomy. Aims of the study were to assess influence of ECDE on students ,perception of students and faculties about utility of ECDE and to improve self directed learning in students. After obtaining administrative approval ,participating Faculties were selected and sensitized. 156 willing first year students were selected and divided in two groups by Random Selection .Group A (ECDE GROUP) and Group B (NON ECDE GROUP ). ECDE Group was exposed with Radiological films and videos of Cardiopulmonary system in addition to TLM methods in Anatomy, which was not done with Non ECDE Group. Assessment was made with MCQ and OSPE. After completion of assessment, feedback of faculties and students were taken for assessing perception on ECDE . In MCQ test 79% (n=62) of ECDE Group scored higher marks in comparison to Non ECDE Group .P value <0.001. In OSPE Test 89% (n=70) of ECDE Group scored higher marks compared to Non ECDE Group .p value <0.0001.
 ECDE has significant impact on knowledge and skill acquisition of students.90% students expressed positively that ECDE increases their interest in basic Science (Anatomy) .86% students and 100% faculties expressed positively that ECDE should be one of the teaching methods in Anatomy. ECDE motivated students to do SDL.

An Approach to Economic Evaluation in Undergraduate Anatomy Education.

Medical education research is becoming increasingly concerned with the value (defined as "educational outcomes per dollar spent") of different teaching approaches. However, the financial costs of various approaches to teaching anatomy are under-researched, making evidence-based comparisons of the value of different teaching approaches impossible. Therefore, the aims of this study were to report the cost of six popular anatomy teaching methods through a specific, yet generalizable approach, and to demonstrate a process in which these results can be used in conjunction with existing effectiveness data to undertake an economic evaluation. A cost analysis was conducted to report the direct and indirect costs of six anatomy teaching methods, using an established approach to cost-reporting. The financial information was then combined with previously published information about the effectiveness of these six teaching methods in increasing anatomy knowledge, thereby demonstrating how estimations of value can be made. Dissection was reported as the most expensive teaching approach and computer aided instruction/learning (CAI/L) was the least, based on an estimation of total cost per student per year and assuming a student cohort size of just over 1,000 (the United Kingdom average). The demonstrated approach to economic evaluation suggested computer aided instruction/learning as the approach that provided the most value, in terms of education outcomes per dollar spent. The study concludes by suggesting that future medical education research should incorporate substantially greater consideration of cost, in order to draw important conclusions about value for learners.

Perception and feedback of medical students about teaching methods in anatomy

Student’s feedback is a useful basis for modifying and improving medical education. Through feedback we can identify areas of strength and weakness of teaching methodology. More emphasis is being placed on student centred, integrated, and problem based, clinically relevant teaching and learning. To find out the Perception and Feedback of Medical Students about Anatomy Teaching, Identify methods used to teach Anatomy, Identify those methods that are demonstrated to enhance knowledge retention in Anatomy, either short-term or long-term and what factors, other than the teaching methods, affect long-term knowledge retention in Anatomy. This cross-sectional, descriptive study was conducted in the form of an anonymous survey in a Medical College of Bareilly, U.P. India. Medical students belonging to the 3rd, 5th and 7th semesters were participating in this study. A questionnaire was circulated amongst them during college hours. The questions in the questionnaire were based on the course content, methods of teaching, quality of teaching, teaching tools, mode of assessment of students, and suggestions to improve the quality of the curriculum in relation to gross anatomy. In present study 91.75% (total 367 students out of 400) students responded. Most of the students were satisfied with the coverage of content (41.27%), methods of teaching (44.93%), quality of Teaching (45.47%), tools used in teaching (39.33%) and mode of assessment (44.16%). Learning process can be improved by adopting the better teaching methods; latest teaching tools along with interactive teaching sessions between students and faculty obtained by student’s feedback for anatomy teaching.

Evaluating the Impact of the Laboratory Learning Environment and Use of a Computer‐assisted Learning Resource on Anatomical Knowledge Recall among Undergraduate University Students

Developing lasting knowledge of human anatomy is foundational for students in the health sciences. Anatomy teaching methods are constantly adapting to achieve this goal, despite time and resource limitations. Interventions that target the laboratory environment, such as moving from dissection‐ to prosection‐based teaching or adding computer‐assisted learning resources, are widespread. However, the long‐term effect of such interventions on knowledge retention is not well understood. Accordingly, this study evaluated 1) the influence of the laboratory learning environment (dissection‐ versus prosection‐based) and 2) the impact of a curriculum‐targeted computer‐assisted learning resource on long‐term knowledge recall among non‐medical undergraduate human anatomy students at the University of Guelph. Participants reported their demographic information, approaches to learning in the course, and use of the computer‐assisted learning resource through a combination of online and written surveys. Knowledge recall was assessed through a written test of short‐answer questions administered three months after the course ended. The test included two low‐order questions and two high‐order questions (based on the Blooming Anatomy Tool), which were evaluated using the Structure of the Observed Learning Outcome Taxonomy to yield performance scores. The performance scores were compared between dissection‐ and prosection‐based groups, as well as between low‐ and high‐frequency users of the computer‐assisted learning resource with the Mann‐Whitney U test. Furthermore, multiple linear regression analyses were used to investigate the relationships between 1) the laboratory learning environment and performance and 2) use of the computer‐assisted learning resource and performance, while controlling for students’ approach to learning scores, final grades, and how recently they studied the material. The laboratory environment was not found to influence knowledge recall (p > 0.05). However, high‐frequency users of the computer‐assisted learning resource demonstrated stronger knowledge recall than low‐frequency users (p = 0.003) and use of the resource was strongly positively correlated with performance on high‐order questions (p = 0.014) when controlling for the aforementioned variables. Deep approaches to learning were positively associated with overall knowledge recall ability in both comparisons (p < 0.05). These findings suggest that the dissection‐ and prosection‐based laboratory teaching approaches at the University of Guelph offered equal opportunities for long‐term knowledge retention; however, using the resource more frequently and pursuing a deeper approach to learning in the course may help students develop stronger long‐term knowledge recall abilities. Therefore, supplemental computer‐assisted learning resources can be used as a low‐risk intervention to support cadaver‐based human anatomy education and promote long‐term knowledge retention.

Evaluation of teaching methods in anatomy : A study on first year medical students

Introduction: Anatomy is widely studied subject amongst the medical students. Anatomy has maximum hours in preclinical subjects to be studied by first year students of medical, dental and physiotherapy as well as occupational therapy. As anatomy is taught under many headings like gross anatomy, embryology, histology, osteology, radiology, living and surface anatomy, students spend maximum time in understanding anatomy. So considering these facts and time constraints teaching – learning methods needs to be updated and evaluated. So in the present article a study was conducted on I year MBBS students (n =250) and a questionnaire was given them to answer. In that they were asked to give their preferences to the method of teaching in every head in anatomy. Result: Almost 70.4 % students chosen cadaveric dissection as preferred method to study gross anatomy. Others suggested that it should be assisted by audiovisual aids. Most students preferred 3 D animations and models to study embryology. For studying histology 59.2 % students preferred slide projection or power point presentation as method of choice. Conclusion: Cadaveric dissection remains the choice through years to learn gross anatomy whereas other heads are to be taught by combination of traditional methods and newer instructional methods. This will result in medical graduates committed to continuous improvement in skill and knowledge.

A Mind Map Teaching Mode for Sports Anatomy based on 3DBody

With the popularization of various new educational concepts, selecting appropriate teaching auxiliary methods according to the course content improves the effectiveness of teaching. Accordingly, this study explores the application of mind map teaching methods in the course, Sports Anatomy. It also incorporates the 3D structure exhibition function of the 3DBody software in teaching anatomical research to establish the teaching mode reform. Moreover, the traditional multimedia anatomy teaching method was employed, and the effects of both teaching modes were compared. Results show that teaching Sports Anatomy using the 3DBody based on mind mapping evidently improves students’ learning interest and stimulates their initiative for independent study on Sports Anatomy teaching. In addition, this teaching mode can assist students in constructing a knowledge chain from a local to a global standpoint and promote their creative and logical thinking. Compared with the traditional teaching mode, mind map teaching can improve the quality of teaching. Therefore, it is an effective method of reforming the teaching mode in courses, such as Sports Anatomy.

Development of an educational tool in human anatomy with the use of QR codes

INTRODUCTIONThe anatomy's study has a fundamental role in the health area courses, but the approach towards it has been inappropriate at many times. The challenging terminology and the difficult handling of the anatomic pieces require compatibility between the teaching method and the student's preferences. As shown in many studies, a large number of students are not satisfied with anatomy's teaching methods and do not learn as much as they think they could.OBJECTIVEThis study seeks to develop an effective tool for the learning of anatomy, using QR codes linked to information on determined muscles.MATERIALS AND METHODSThe elected structures for this study were the gastrocnemius (GM) and the rectus femoris (RFM) muscles. We selected dissected anatomical specimens from the collection of the Department of Morphology, Santa Casa de São Paulo School of Medical Sciences which GM and RFM were intact and with well visible belly and attachments. To approach them, we photographed and produced digital content with information about their origin, insertion, and action, along with additional topics. The website used to produce this content was “Wix.com” each link was associated with a QR code.RESULTSThe QR codes were printed and attached to the specimen in a way that students could use their cell phones to scan the codes and access the content corresponding to the muscle in question (Figure 1). The photo of the dissected muscle is then displayed on the screen accompanied by the basic function and fixation information (Figure 2). In this same screen, a link for those who want more information about this muscle, such as irrigation, innervation and clinical applications (Figure 3). This tool can be used by either IOS or Android phones.CONCLUSIONThe final result will be of value to increase the undergraduate's performance and will contribute to the development of different teaching methods, stimulating the student to use his own cell phone as a tool to aid his study alongside the dissected anatomical specimen.Support or Funding InformationPiBiC, CNPq 2018, BrazilThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Students' perception on anatomy education in Cyberjaya University College of Medical Sciences, Malaysia

Introduction: Anatomy education faces continuous debate about the best teaching methods to maximize learning as sufficient knowledge of anatomy is crucial for safe and efficient clinical practice. This study was conducted to explore students' perceptions about learning anatomy by focusing around six major topics: (i) the importance of anatomy in medical school, (ii) factors influencing students' performance in anatomy, (iii) anatomy teaching methods, (iv) continuous assessment in anatomy, (v) the clarity of learning outcomes, and (vi) students' suggestions to improve anatomy learning. Material and Methods: A total 183 medical students from year 1 to year 5 currently studying in Cyberjaya University College of Medical Sciences participated in the survey. This study involved collecting data through the Anatomy Education Questionnaire via online survey link. Results: There is a general awareness among all students regarding the importance and relevance of anatomy, i.e., to be a safe and competent doctor (80.7%) and to be able to perform invasive procedures and surgeries on patients (79.1%). Majority of students feel that inadequate assessments (59%), integrated curriculum (53%), and inappropriate teaching methods (31%) are the major factors that influence students' performance in anatomy. Teaching anatomy via cadaveric dissection (72.2%) is the most preferred study tool whereas traditional lectures (29.9%) are the least preferred methods among the students. Majority of students (97.3%) agree that having more continuous assessments helps them identify their weaknesses in anatomy. Discussion and Conclusions: This study suggests the necessity for some educational refinements to improve anatomy learning by fostering deeper approaches via clinical integration of the subject and utilization of anatomy videos.

Approaches of anatomy teaching for seriously resource-deprived countries: A literature review.

Teaching anatomy is an important but expensive part of the medical curriculum, potentially more than many countries can afford. In the search for efficient methods, cost-effectiveness is of utmost importance for such countries. The aim of this contribution is to provide a review of the literature on anatomy teaching methods, evaluating these for feasibility in resource-deprived countries. A literature review was carried out to identify distinct approaches to anatomy teaching published in the period 2000-2014, using the databases of PubMed, Wiley Online Library, Elsevier, HINARI, Springer, and ERIC. The approaches found were compared against their conceptual, operational, technical, and economic feasibility and Mayer's principles of effective instruction. Our search yielded 432 papers that met the inclusion criteria. We identified 14 methods of teaching anatomy. Based on their conceptual feasibility, dissection and technology enhanced learning approaches appeared to have more benefits than others. Dissection has, besides benefits, many specific drawbacks. Lectures and peer teaching showed better technical and economic feasibility. Educational platforms, radiological imaging, and lectures showed the highest operational feasibility. Dissection and surgery were found to be less feasible with regard to operational, technical, and economic characteristics. Based on our findings, the most important recommendations for anatomy teaching in seriously resource-deprived countries include a combination of complementary strategies in 3 different moments, lecturing at the beginning, using virtual learning environment (for self-study), and at the end, using demonstration through prosected specimens and radiological imaging. This provides reasonable insights in anatomy through both dead and living human bodies and their virtual representations.

Construction of the Equine Digestive System: A Tool for Teaching Topographical Anatomy.

Anatomy is traditionally regarded as a difficult, non-motivating course involving a large body of theoretical and practical content, and it is often associated with high levels of dropout and failure. Given the relevance of the topic, we propose an alternative active multisensory teaching tool consisting of the construction of a low-fidelity anatomical model assembled into an articulated equine skeleton. Model construction and assembly assists students in the recognition of the topography and anatomical boundaries of the equine abdominal digestive system. Digestive system organs (liver, pancreas, stomach, small and large intestines) were constructed using common, easily available materials, such as newspaper, balloons, laminated rubber sheets, and polyethylene cylinders. The method described in this study is a low-cost, user-friendly teaching tool that is potentially applicable across different academic disciplines and that can also be used to construct models of other systems and species. However, it should be combined with other anatomy teaching methods because it does not provide detailed representation of specific digestive system organ features.

It is Useful to Use Plastic Anatomical Models in Teaching Human Anatomy ?

The classical method of teaching human anatomy to students is based on the dissection of human cadavers. Nowadays, there are many ethical controversy regarding the use of human cadavers during anatomy courses. In our study we tried to get undergraduate students� opinion about some different techniques of teaching human anatomy, including the utility of plastic models. We introduced in this study 163 students in the first year of their study at the Faculty of General Medicine from the University of Medicine and Pharmacy, Tirgu Mures. The respondents were asked to fill in a 12-item anonymous questionnaire. Based on the answers provided in the questionnaires we divided the 163 respondents into 2 groups: group A comprising 113 (69.32%) respondents who found that the best method of teaching anatomy is cadaver dissection and group B comprising 50 (30.67%) respondents who found that the best method of teaching is not cadaver dissection. Thus, 20 (12.26%) respondents considered that the best method of teaching anatomy is the use of previously dissected and preserved preparations, 4 (2.45%) indicated the use of plastic models as the best method, 24 (14.72%) would prefer 3D techniques of image reconstruction and 2 (1.22%) respondents found that the best method of teaching anatomy is by Microsoft Office PowerPoint presentations. Even though there are still controversial opinions regarding the use of cadaver dissection in teaching and learning human anatomy, especially ethical and psychological ones, cadaver dissection remains the best method of teaching anatomy to undergraduate students in medical schools.

Cadaveric Dissection a Thing of the Past? The Insight of Consultants, Fellows, and Residents.

ObjectiveThe objective of our study was to determine whether cadaveric dissection is a necessity in medical education. Another purpose of our study was to assess the attitude and perception of consultants, residents, and fellows about cadaveric dissection and whether it helped them in their medical practices.MethodWe performed an analytical cross-sectional study among consultants, fellows, and residents of different specialty areas practicing in Punjab. A self-constructed questionnaire compromising of 41 items was used to assess the perception of doctors about cadaveric dissection and other alternative anatomy teaching methods. Consultants, fellows, and residents who were in clinical practice for more than six months were included in the study.ResultsOut of the total sample size of 842, 44.7% were female medical doctors and 55.3 % were male medical doctors. Cadaveric dissection was thought to be the most effective method for teaching anatomy by 27.9% of the doctors. Mean cadaveric dissection, prosection and didactic teaching components were scored significantly higher by doctors in surgery and allied fields (p<0.001). Doctors in the surgical and allied field were 0.55 times less likely to think that cadaveric dissection was unethical as compared to doctors working in medicine and allied fields (p<0.001).ConclusionDissection is still considered by several doctors as a valuable source of learning anatomy. However, the future of teaching anatomy does not depend on any single method. It is, in fact, the right combination of all available resources and using them in an interactive way that maximizes outcomes.

The use of games for teaching anatomy in basic education schools

IntrodutionPlayful activities contribute a lot in the learning process of children, and using this through pedagogic games can potentiate the exploring and the construction of knowledge, because allows children to identificate, group and combine information. Knowing this, one of the ways to promote the teaching of anatomy in basic education is through the use of educational games, therefore, making possible the improvement of the student's teaching‐learning process, in the school enviroment.ObjetiveEvaluate alternative anatomy teaching methods for basic education.MethodsStudents of Physical Education, in the discipline of anatomy of the organic systems, nervous system and skeletal muscle were instigated to, in small groups, criate informative games of anatomy, to certain age groups, thus reaching primary to high school. After, each group shoul aply their game in a class of a chosen age group, film and then, bring the experiences and dificulties in the execution to their classmates.ResultsWith the effort of the academics and the games quality, the sucess of the game's application was very significative, because it made possible to a large number of children (about one thousand) to experience the teaching of anatomy and provided its learning to all ages in basic learning. To provide this experience to the children was notable to the eyes of the academics of Physical Education and their professor. As consequence of this work, it was criated a place for the games of anatomy with more than 50 games, which have rules and instructions manual, and that today are available to all students and professors of the university that want to disseminate the learning of anatomy in the school enviroment, or simply play and learn about anatomy.ConclusionThe use of educational games while teaching anatomy can be a tool to awake the knowledge of the human body and facilitate this experience for students of schooling age. Having a educational toy library in the academic enviroment can easy the access to the playful teaching of anatomy, and demystify that this learning can only happen when using traditional methods, when it can be a lot more interesting for children and even adults.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Medical students’ perspectives on the anatomy course at the University of Zimbabwe

Background. Traditional academic-led anatomy teaching methods, such as didactic lectures and cadaver dissections, are on the decline, as more student-led teaching methods are being adopted. Objectives. To assess medical students’ perspectives on the teaching objectives achieved by traditional teaching methods (lectures, cadaver dissections and tutorials) used in the anatomy course. Methods. A cross-sectional survey comprising a matrix questionnaire was performed among selected 1st-year - 5th-year medical students, using stratified random sampling. The students were requested to select a score between 0 and 5 to represent the fit between the learning outcome and the teaching method, with 0 being no fit and 5 representing a perfect fit. Results. Lectures had the highest mean score of 3.871 for the ability to provide medical vocabulary. Cadaver dissection had the highest mean score of 3.488 for its ability to develop team skills. The highest mean score of 3.415 for all three teaching methods combined was recorded for the learning outcome relating to imparting an anatomical foundation, while the lowest mean score of 2.731 was recorded for the development of skills in order to follow complicated instructions. However, no teaching method had an excellent fit (mean ≥4.5) with any of the teaching objectives. Conclusion. The study showed that the three teaching methods being used in the anatomy course were, to a great extent, useful to impart the skills and content base. However, other teaching methods, such as problem-based and team-based learning, have to be considered to achieve the other important learning outcomes.

Use of a Garment as an Alternative to Body Painting in Equine Musculoskeletal Anatomy Teaching.

Living anatomy is gaining increasing popularity as an alternative to the use of preserved cadaver specimens in musculoskeletal anatomy teaching. This article describes the development of a garment painted with musculoskeletal structures as an alternative to body painting. Garments offer some advantages over traditional body painting in anatomy teaching. The technique can be used across different disciplines, enhances students' ability to identify anatomic structures in living bodies, and provides insights into the topography of one or more body systems at the same time. The fact that garments are amenable to palpation by large groups of students with no damage to the painting favors repeated use in hands-on wet labs. Garments such as the one described in this article introduce a novel approach to interdisciplinary teaching and learning, which can be combined with traditional anatomy teaching methods. The first garment produced depicts part of the equine musculoskeletal system. Steps in garment construction are highlighted and indications, advantages, and limitations of the method discussed.

Interactions and perceptions about the learning process of second year medical students when using non‐conventional anatomical specimens at a Heart and coronary anatomy practical class

IntroductionCurrently, several medical education researchers describe a crisis in the Anatomy teaching and learning processes. Multiple alternatives have been developed to strengthen basic knowledge in this area among which non‐conventional preservation techniques (NCPT) are noticeable. These are based on the physicochemical procedures needed to obtain three‐dimensional (3D) models of a desired structure, diminishing biological risk and improving the specimens' shelf life compared to conventional preservation.Looking forward to improve anatomy teaching methods, the objective of this study is to describe the interactions of medical students with representative specimens of the coronary anatomy treated with NCPT during a practical session of anatomy and their perception of the learning process after using them.MethodsThis is a qualitative study because it seeks to holistically understand this educational phenomenon. In medicine, qualitative research is not frequent, but for educational purposes it is essential to understand and optimize future health professionals' learning.Medical students pursuing the anatomy course during the second period of 2015 were selected. 82 students between 18 and 23 years old accepted to participate. 30 fresh animal specimens for dissection and 10 specimens treated with NCPT were used: injection diaphanization (n=5), injection plastination (n=3) and corrosion casting (n=2).Class observation (3 observers), a focal group with the observers and three group interviews with students were selected as assessment tools. Experts validated these and a trial observation was previously carried out.To analyze, the material was transcribed. Dedoose 7 software was used to classify and categorize in 3 levels: integrated interaction, inappropriate interaction and non‐interaction (A, B and C respectively) with NCPT specimens. Each category was observed to identify patterns or tensions and generate the researchers' explanatory models.ResultsSeveral factors change the interaction and students are variable from A, B or C as the class progresses. Lack of training and the possibility of biologically contaminating the NCPT specimen makes the student feel insecure and therefore refrain from manipulating it.Students did not consider NCPT specimens as a source of distraction on their own, but admitted that factors such as class length and gadgets generated loss of concentration. Fresh organs took the attention over NCPT specimens because they could follow step by step the dissection performed by the teacher, although the latter were useful if they needed to explore specific anatomical details. In addition, NCPT specimens are permanently available at the Anatomy Museum for extracurricular use.Students did not designate either specimen type as superior due to the possibility of using 3D structures. However, they did agree that training should be done to ensure proper use of the NCPT specimens along with an explanation of the applicability in future medical practice.ConclusionsNCPT specimens were considered useful tools for anatomy learning regarding the subject considered, notwithstanding the students' attraction for hands‐on activities. These specimens constitute great utility as a complementary tool to identify and review 3D specific structures extracurricularly. No superiority between specimen types was observed.Support or Funding InformationEach participant who voluntarily decided to participate in the study was required to sign an informed consent. The research protocol was assessed by the Universidad de los Andes Research Ethics Committee which approved the project in accordance with current legislation, classified as risk‐free research: record 448 of 2015.

Students' Perception and Attitude on Methods of Anatomy Teaching in a Medical College of West Bengal, India.

Incorporating newer teaching aids over traditional one in Anatomy has been challenging both for the teachers and the learners. Different educational strategies are being used for teaching of Anatomy. To elicit the perception and attitude toward teaching approaches in the Anatomy curriculum among first year medical students. A cross-sectional, descriptive study was undertaken with the help of predesigned, pre-tested questionnaire to elicit knowledge in four domains of classroom teaching which were: a) gross anatomical structure; b) organ identification; c) topography; and d) radiological anatomy and self-assessment of acquired skills in respective fields among 114 first year students. A total of 57% of students opined good in gross structure of anatomy. A 60.5% of students preferred chalk and board method and 33.3% with LCD projector. Regarding acquiring knowledge, 72.8% of medical students gathered knowledge in gross anatomical structure domain whereas 58.8% in radiological anatomy. The overall mean score of attitude of the students regarding incorporating newer techniques in Anatomy teaching is 14.17±2.26. The perception of Anatomy teaching and attitude among medicos have been studied and opinion from them had thrown light for incorporation of newer techniques in their teaching curriculum.

Integration of Clinical Anatomy Labs in a Clinical Presentation‐based Curriculum: A Tool to Improve Long‐Term Retention of Anatomy

In an active learning Clinical Presentation (CP) based curriculum, medical students spend most of their learning time in various activities like: discussions of CPs, clinical cases, flipped classrooms and self‐directed study. In light of a general inclination to lessen course hours, this has resulted in a significant decline of dissection time in human anatomy: a time‐honored basic science discipline. As a result there have been great concerns regarding traditional and modern approaches to teaching anatomy and its impact on student's knowledge of medical students which may affect their future competencies as physicians. In an attempt to improve long‐term retention of anatomy knowledge, California University of Science and Medicine, School of Medicine (CalMed‐SOM) has designed a blended curriculum that contains clinical anatomy, anatomical‐radiological correlations, anatomical characterizations of surgical procedures and ultra‐sonographic living anatomy labs. This approach in the teaching of anatomy teaching will allow anatomical principles to be appreciated and applied to the clinical concepts taught during the CPs and clinical cases of CalMed‐SOM's active learning curriculum. To achieve our goal, students will be divided into small groups, each of which will rotate through four different anatomy laboratory stations which will be integrated with the CP of that week and will address the gross anatomy, procedural anatomy, and ultra‐sonographic and radiologic components of the Clinical Anatomy Labs. Students will be given an online test before and after lab sessions of each course to assess the amount of knowledge gained. At the end of each semester, the student will again be assessed with the same pre and post exams administered during the previous courses in order to evaluate their retention of knowledge. In an attempt to explore Clinical Anatomy Lab experience of medical students toward the various methods of teaching anatomy we have constructed a questionnaire which will be administered at the end of each course. Data will be collected regarding student's experience, satisfaction and performance in each course. The results will be used as a guide to tune the curriculum and the teaching of Clinical Anatomy. We believe that this integrated, active approach will better prepare our students for their clinical encounters in the clerkship years.

On behalf of tradition: An analysis of medical student and physician beliefs on how anatomy should be taught.

Human anatomy, one of the basic medical sciences, is a time-honored discipline. As such, it is taught using traditional methods, cadaveric dissection chief among them. Medical imaging has recently gained popularity as a teaching method in anatomy courses. In light of a general tendency to reduce course hours, this has resulted in a decrease of dissection time and intense debates between traditional and modern approaches to anatomy teaching. In an attempt to explore trends in the attitudes of medical professionals toward the various methods of anatomy teaching, medical imaging in particular, the authors constructed a questionnaire and conducted a nationwide survey among medical students (in all stages at medical school), residents, and specialists in all fields of medicine. The survey results demonstrated indisputable appreciation of traditional methods of anatomy teaching, particularly cadaveric dissection, and showed that specialists believe significantly more strongly than clinical or preclinical students that anatomy and medical imaging should be taught separately. Strong correlations among the components of the traditional approach to anatomy instruction were also found. In light of the results, it was recommended that imaging should be incorporated into anatomy courses with caution, and, as far as possible, not at the expense of dissection time. It was advised that medical imaging has to be taught as a separate course, parallel to a traditional anatomy course. This will allow anatomical principles to be appreciated, which in turn will serve the students when they study radiology. "And we proceed in the following order: in front walks Nikolai with the slides or atlases, I come after him, and after me, his head humbly lowered, strides the cart horse; or else, if necessary, a cadaver is carried in first, after the cadaver walks Nikolai, and so on. At my appearance, the students rise, then sit down, and the murmur of the sea suddenly grows still. Calm ensues." -From "A Boring Story: From the Notebook of an Old Man" by Anton Chekhov.