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The challenge of teaching Anatomy in a organ‐based curriculum:mistakes made and lessons learned
Author(s) -
AdamasRappaport William Joaquin,
Czuzak Maria Helen,
Alvarado Jared,
Darnell Diana
Publication year - 2013
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.27.1_supplement.314.2
Subject(s) - gross anatomy , curriculum , dissection (medical) , medicine , medical education , anatomy , cadaver , psychology , pedagogy
In 2006 the University of Arizona College of Medicine underwent a curriculum change from the traditional system based format to an organ‐ system based curriculum. Gross Anatomy went from its own separate course to being part of each block through the first two years of the basic sciences. Overall focus on Anatomy was diminished. Challenges encountered. ‐Shortened time for dissections. ‐Anatomy accounting for a minimal percentage of total grade. ‐ Dissection carried on throughout the whole 1st year. ‐When to use prosections instead of student dissections. Innovations ‐ Anatomy elective during the 4th year. ‐ Fresh cadaver based surgeries with emphasis on anatomy for students going into surgical specialties offered in the 4th year. ‐ Fresh cadaver based instruction for all 3rd year students rotating on the surgery clerkship. ‐Fresh cadaver based ultrasound instruction introduced on the surgery clerkship. ‐ Anatomy couse offered to pre‐medical students with medical students acting as instructors.Conclusions The change in curriculum to an organ‐based format posed a challenge as to how best to teach Anatomy. New and innovative methods must be introduced to insure graduating medical students have the fundamental knowlege of Anatomy especially focused on the clinical path they will pursue.