Relevance of anatomy to medical education and clinical practice: perspectives of medical students, clinicians, and educators

Show simple item record

dc.contributor.author Sbayeh, Amgad
dc.contributor.author Qaedi Choo, Mohammad A.
dc.contributor.author Quane, Kathleen A.
dc.contributor.author Finucane, Paul
dc.contributor.author McGrath, Deirdre
dc.contributor.author O'Flynn, Siun
dc.contributor.author O'Mahony, Siobhain M.
dc.contributor.author O'Tuathaigh, Colm M. P.
dc.date.accessioned 2017-01-03T13:01:04Z
dc.date.available 2017-01-03T13:01:04Z
dc.date.issued 2016-12
dc.identifier.citation Sbayeh, Amgad; Qaedi Choo, Mohammad A.; Quane, Kathleen A.; Finucane, Paul; McGrath, Deirdre; O'Flynn, Siun; O'Mahony, Siobhain M.; O'Tuathaigh, Colm M. P. (2016) 'Relevance of anatomy to medical education and clinical practice: perspectives of medical students, clinicians, and educators'. Perspectives on Medical Education, 5 (6):338-346. doi: 10.1007/s40037-016-0310-4 en
dc.identifier.volume 5 en
dc.identifier.issued 6 en
dc.identifier.startpage 338 en
dc.identifier.endpage 346 en
dc.identifier.issn 2212-2761
dc.identifier.issn 2212-277X
dc.identifier.uri http://hdl.handle.net/10468/3412
dc.identifier.doi 10.1007/s40037-016-0310-4
dc.description.abstract Introduction: Against a backdrop of ever-changing diagnostic and treatment modalities, stakeholder perceptions (medical students, clinicians, anatomy educators) are crucial for the design of an anatomy curriculum which fulfils the criteria required for safe medical practice. This study compared perceptions of students, practising clinicians, and anatomy educators with respect to the relevance of anatomy education to medicine. Methods: A quantitative survey was administered to undergraduate entry (n = 352) and graduate entry students (n = 219) at two Irish medical schools, recently graduated Irish clinicians (n = 146), and anatomy educators based in Irish and British medical schools (n = 30). Areas addressed included the association of anatomy with medical education and clinical practice, mode of instruction, and curriculum duration. Results: Graduate-entry students were less likely to associate anatomy with the development of professionalism, teamwork skills, or improved awareness of ethics in medicine. Clinicians highlighted the challenge of tailoring anatomy education to increase student readiness to function effectively in a clinical role. Anatomy educators indicated dissatisfaction with the time available for anatomy within medical curricula, and were equivocal about whether curriculum content should be responsive to societal feedback. Conclusions: The group differences identified in the current study highlight areas and requirements which medical education curriculum developers should be sensitive to when designing anatomy courses. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Springer en
dc.rights © The Author(s) 2016. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. en
dc.rights.uri http://creativecommons.org/licenses/by/4.0/ en
dc.subject Medical education en
dc.subject Anatomy en
dc.subject Curriculum development en
dc.subject Mode of entry to medical school en
dc.title Relevance of anatomy to medical education and clinical practice: perspectives of medical students, clinicians, and educators en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Colm Ó Tuathaigh, Medicine , University College Cork, Cork, Ireland. +353-21-490-3000 Email: c.otuathaigh@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2017-01-03T12:50:58Z
dc.description.version Published Version en
dc.internal.rssid 360373044
dc.description.status Peer reviewed en
dc.identifier.journaltitle Perspectives on Medical Education en
dc.internal.copyrightchecked Yes en
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress c.otuathaigh@ucc.ie en


Files in this item

This item appears in the following Collection(s)

Show simple item record

© The Author(s) 2016. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Except where otherwise noted, this item's license is described as © The Author(s) 2016. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
This website uses cookies. By using this website, you consent to the use of cookies in accordance with the UCC Privacy and Cookies Statement. For more information about cookies and how you can disable them, visit our Privacy and Cookies statement