Open AccessAnatomy education in a changing medical curriculum
Author(s) -
Drake Richard L.
Publication year - 1998
Publication title -
the anatomical record
Language(s) - English
Resource type - Journals
eISSN - 1097-0185
pISSN - 0003-276X
DOI - 10.1002/(sici)1097-0185(199802)253:1<28::aid-ar11>3.0.co;2-e
Subject(s) - curriculum , flexibility (engineering) , ideal (ethics) , medical education , process (computing) , institution , integrated curriculum , medical school , medicine , mathematics education , engineering ethics , pedagogy , psychology , sociology , computer science , management , engineering , political science , social science , law , economics , operating system
Abstract How we educate students in the first two years of medical school is changing at many institutions. Effective medical education should be viewed as a continuum, integration of the basic sciences and clinical medicine should occur throughout the curriculum, and self‐directed, life‐long learning should be emphasized. Curricular revision may be appropriate if these fundamental concepts are absent. The principles of three curricular models are discussed: traditional, problem‐based, and systems‐oriented. The ideal curriculum may draw from each of these: A truly integrated curriculum. However, the curricular model chosen must meet the needs of the institution and its students. As anatomists we should not shy away from this process of change. With progressive educational approaches, we can be leaders in this climate of curricular reform. Anatomy courses are laboratory based and the laboratory is an outstanding small group, faculty/student interactive opportunity. However, we must show flexibility and innovation in our educational approaches whatever the curricular design being proposed. Anat. Rec. (New Anat.) 253:28–31, 1998. © 1998 Wiley‐Liss, Inc.