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Anatomy in Medical Education: A Canadian Review
Author(s) -
Rockarts Jasmine,
Wainman Bruce,
Shali Ari,
Mohialdin Vian
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.lb122
Subject(s) - gross anatomy , medical education , anatomy , medicine , psychology
The anatomical sciences have always been regarded as an essential element of medical education. In Canada, the methodology and time dedicated to anatomy teaching are currently unknown. In an effort to create a comprehensive view of anatomical education in Canadian medical schools, surveys were sent out to course directors and discipline leaders. Participants were asked about gross anatomy, histology, and embryology. Data was collected on total course hours, total classroom hours, large and small group hours as well as laboratory hours for the 2016/17 year. There have been two major changes in the delivery of the anatomical sciences. First, most programs deliver anatomical sciences using an integrative approach. The shift towards integration is also prevalent in the United States of America. Secondly, contact time in the anatomical sciences are at historically low levels. Compared to data published from a similar survey published in 2018, Canada has 72%, 49% and 53% of the hours of gross anatomy, histology, and embryology respectively, compared to the USA. The reasons for the difference between Canadian and USA schools is not known. Possible reasons for the disparity include the steering effects of the CanMEDS framework in Canada and the USMLE (United States Medical Licensing Examinations) Step 1 examination. The CanMEDS framework identifies six core competencies that are meant to ensure that physicians have more of a comprehensive foundation as a medical expert but an understanding of the basic sciences, including anatomy, is not a core competency rather it is assumed to be part of all competencies to some degree. Given there is no explicit role identified for the anatomical, or any other, sciences this may have led to the general decrease in curricular focus. A focus for many medical schools in the USA is student success on the USMLE Step 1 which is focused on basic sciences, including anatomy. Student performance on the USMLE drives curriculum standards. Further investigation is required to determine if the lower amount of anatomical science education received by Canadian medical students affects student performance in clerkship, residency and beyond. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .