Problem-based learning: Is anatomy a casualty?
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Cited by (54)
The attitudes of European medical students towards the clinical importance of neuroanatomy
2022, Annals of AnatomyCitation Excerpt :To date, however, we know little about how medical students perceive the importance of neuroanatomy in the medical curriculum. There have been many reports concerning the clinical importance of gross anatomy in the medical curriculum (e.g. Monkhouse, 1992; Older, 2004, Hinduja et al., 2005; Prince et al., 2003, 2005; Pryde and Black, 2005; Waterson and Stewart, 2005; Patel and Moxham, 2006, Moxham and Plaisant, 2007; Korf et al., 2008; Kerby et al., 2011; Olowo-Ofayoku and Moxham, 2014), with both professional anatomists and medical students in Europe possessing very positive attitudes towards its clinical relevance (Patel and Moxham, 2006; Moxham and Moxham, 2007; Moxham and Plaisant, 2007; Korf et al., 2008; Kerby et al., 2011; Olowo-Ofayoku and Moxham, 2014). These studies have been followed by investigations into attitudes of newly recruited medical students in Europe to the clinical relevance of embryology and histology (Moxham et al., 2016, 2017), where it was reported that, despite there being essentially positive attitudes, these anatomical sciences where not perceived by medical students as being as clinically relevant as gross anatomy.
‘We need one more hour solely based on anatomy… Give us anatomy!’: Early-year learner perceptions of anatomy within an integrated & case-based learning osteopathy curriculum
2020, International Journal of Osteopathic MedicineCitation Excerpt :With the introduction of integrated curricula and use of case-based or problem-based learning, anatomy teaching hours have reduced by up to 80% in Australian medical schools, a trend reflected worldwide [6]. Evidence of the effect of reduced anatomy education is often conflicting and tends to focus on problem-based learning (PBL) [8,9] rather than case-based learning (CBL), the focus of the current paper. Problem-based learning is widely used in health professions education.
An assessment of the anatomical knowledge of laypersons and their attitudes towards the clinical importance of gross anatomy in medicine
2016, Annals of AnatomyCitation Excerpt :This led to significant decreases in the amount of anatomy and physiology being taught in medical school. Regarding changes to the methods of teaching of gross anatomy, to accommodate significant cuts to the time spent teaching anatomy, and to change from dissection of cadavers, medical schools have employed other methods such as didactic teaching, problem-based learning (PBL), use of prosections, teaching with models and plastinated specimens, computer-based programmes, and living and radiological/medical imaging techniques (Reidenberg and Laitman, 2002; Pabst, 2002; Prince et al., 2003; Plaisant et al., 2004; McLachlan, 2004; Hinduja et al., 2005; McLachlan and Patten, 2006; Patel and Moxham, 2006; Moxham and Moxham, 2007; Winkelmann, 2007; Korf et al., 2008; Kerby et al., 2011; Moxham and Plaisant, 2014; Riederer et al., 2015). In particular, it is perceived that the decrease in teaching hours in anatomy has gone alongside a shift from a teacher-centred approach towards a more student-centred approach.
Surgical prosection in a traditional anatomical curriculum-Tübingens' Sectio chirurgica
2010, Annals of AnatomyCitation Excerpt :Prince et al. (2003) compared the level of basic anatomical knowledge of medical students by test scores and could not demonstrate a significant difference in the outcome between the two educational approaches. In the study of Hinduja et al. (2005) PBL students even showed a lower level of anatomical knowledge and a much greater range of results in the test scores. Bergman et al. (2008) found that good test performance by medical students seems to be related to parameters such as total teaching time, the contextual link and the redundancy of anatomical topics in the course of the curriculum rather than the underlying teaching concept (traditional vs. PBL).
Problem-based learning using online platforms: An interactive alternative to mandatory e-learning during the COVID-19 pandemic
2022, Journal of the Anatomical Society of IndiaForensic Implications of Anatomical Education and Surgical Training With Cadavers
2021, Frontiers in Surgery