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RURAL RESIDENTIALLY‐DELIVERED, SURGEON‐FACILITATED, GROSS TOPOGRAPHICAL ANATOMY BY DISSECTION FOR SURGICAL TRAINEES – THE FIRST AUSTRALASIAN COURSE, ITS CONDUCT AND EVALUATION
Author(s) -
Stewart F.
Publication year - 2009
Publication title -
anz journal of surgery
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.426
H-Index - 70
eISSN - 1445-2197
pISSN - 1445-1433
DOI - 10.1111/j.1445-2197.2009.04929_1.x
Subject(s) - gross anatomy , dissection (medical) , medicine , curriculum , medical education , course (navigation) , anatomy , psychology , pedagogy , physics , astronomy
For nine years, the author has conducted, annually, a highly regarded course in whole body, gross topographical regional anatomy by surgeon‐facilitated dissection, with some application, for surgical trainees at basic and advanced levels of College training. Daily commuting and “hospital‐call distractions” were “survey‐negatives” for the Sydney course. In 2008, the inaugural Australasian, surgeon‐facilitated, rural residential whole body dissection course was conducted at the School of Rural Medicine, University of New England, Armidale, N.S.W. Course‐candidates were pre‐SET, SET, and “more advanced” trainees – products of anatomy‐deficient curricula. As for all previous courses, candidates were surveyed and tested before, and after, the course. Pre‐course surveys examined the undergraduate curriculum – anatomy taught, its mode of teaching; teachers; surgical experience and hospital‐resident's surgical experience/rotations; procedures undertaken, success in procedure‐execution, knowledge of “anatomy of the procedure” and pre‐course‐preparation. At registration, a regional anatomy “relations known” test was delivered. The whole‐body dissection course involved, “region” lecture, facilitated regional bones/prosection examination, regional dissection. Resident candidates shared meals, joined evening “study groups”, and accessed “school” material after‐hours. An extensive examination, covering regional anatomy, bones and images, followed by “feed‐back”, and a post‐course survey related to course‐structure, teaching, “dissection‐experience”, “value” of dissection and residential “experience”, was conducted.