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Through a Camera Lucida, Darkly: The State and Future of Anatomical Education
Author(s) -
Dalley Art
Publication year - 2015
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.29.1_supplement.353.1
Subject(s) - presentation (obstetrics) , curriculum , relevance (law) , medical education , state (computer science) , engineering ethics , medicine , psychology , pedagogy , engineering , computer science , political science , surgery , law , algorithm
The teaching of anatomy, as an educational activity and as a career, continues to evolve, and in so doing has realized some progress and benefits while creating new, seemingly increasingly formidable challenges. New resources and technologies continue to develop and improve, new and improved facilities for teaching, learning and application are being built, body donation and enrollments continue to increase as the student base broadens, and clinical relevance and integration is well established. Yet didactic and laboratory hours and course content continue to be reduced within the professional curriculum, many students appear to be less invested, and the training and supply of anatomy teachers with desired qualifications is at an all‐time low‐‐at a time while many experienced anatomists are retiring or retired. Integrated and interdisciplinary curricula and new teaching methodology require faculty development which may or may not be effectively provided by the institutions demanding it. Currently, in the US at least, there are few programs to train gross anatomists, and no formal training programs available to transform gross anatomists into “clinical anatomists.” This presentation will consider current dichotomies facing anatomy as an educational discipline and vocation, and their potential for shaping the future. It will conclude by considering some potential means of influencing or adapting to the outcome, with hopes of stimulating more discussion and pro‐activity.