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- Publisher Website: 10.1002/ase.2071
- Scopus: eid_2-s2.0-85103983811
- PMID: 33720515
- WOS: WOS:000635933700001
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Article: Why is anatomy difficult to learn? The implications for undergraduate medical curricula
Title | Why is anatomy difficult to learn? The implications for undergraduate medical curricula |
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Authors | |
Keywords | gross anatomy education medical education undergraduate medical curricula anatomy learning challenges knowledge acquisition |
Issue Date | 2021 |
Publisher | John Wiley & Sons, Inc. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1935-9780/issues/ |
Citation | Anatomical Sciences Education, 2021, Epub 2021-03-15 How to Cite? |
Abstract | The impact of the medical curricular reform on anatomy education has been inconclusive. A pervasive perception is that graduates do not possess sufficient level of anatomical knowledge for safe medical practice; however, the reason is less well‐studied. This qualitative study investigated the perceived challenges in learning anatomy, possible explanations, and ways to overcome these challenges. Unlike previous work, it explored the perceptions of multiple stakeholders in anatomy learning. Semi‐structured interviews were conducted and the transcripts were analyzed by a grounded theory approach. Three main themes emerged from the data: (1) visualization of structures, (2) body of information and (3) issues with curriculum design. The decreasing time spent in anatomy laboratories forced students to rely on alternative resources to learn anatomy but they lacked the opportunities to apply to human specimens, which impeded the ‘near’ transfer of learning. The lack of clinical integration failed to facilitate the ‘far’ transfer of learning. Learners also struggled to cope with the large amount of surface knowledge, which was pre‐requisite to successful deep and transfer of learning. It was theorized that the perceived decline in anatomical knowledge was derived from this combination of insufficient surface knowledge and impeded ‘near’ transfer resulting in impeded deep and ‘far’ transfer of learning. Moving forward, anatomy learning should still be cadaveric‐based coupled with complementary technological innovations that demonstrate “hidden” structures. A constant review of anatomical disciplinary knowledge with incremental integration of clinical contexts should also be adopted in medical curricula which could promote deep and far transfer of learning. |
Persistent Identifier | http://hdl.handle.net/10722/297624 |
ISSN | 2021 Impact Factor: 6.652 2020 SCImago Journal Rankings: 1.126 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Cheung, CC | - |
dc.contributor.author | Bridges, SM | - |
dc.contributor.author | Tipoe, GL | - |
dc.date.accessioned | 2021-03-23T04:19:34Z | - |
dc.date.available | 2021-03-23T04:19:34Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Anatomical Sciences Education, 2021, Epub 2021-03-15 | - |
dc.identifier.issn | 1935-9772 | - |
dc.identifier.uri | http://hdl.handle.net/10722/297624 | - |
dc.description.abstract | The impact of the medical curricular reform on anatomy education has been inconclusive. A pervasive perception is that graduates do not possess sufficient level of anatomical knowledge for safe medical practice; however, the reason is less well‐studied. This qualitative study investigated the perceived challenges in learning anatomy, possible explanations, and ways to overcome these challenges. Unlike previous work, it explored the perceptions of multiple stakeholders in anatomy learning. Semi‐structured interviews were conducted and the transcripts were analyzed by a grounded theory approach. Three main themes emerged from the data: (1) visualization of structures, (2) body of information and (3) issues with curriculum design. The decreasing time spent in anatomy laboratories forced students to rely on alternative resources to learn anatomy but they lacked the opportunities to apply to human specimens, which impeded the ‘near’ transfer of learning. The lack of clinical integration failed to facilitate the ‘far’ transfer of learning. Learners also struggled to cope with the large amount of surface knowledge, which was pre‐requisite to successful deep and transfer of learning. It was theorized that the perceived decline in anatomical knowledge was derived from this combination of insufficient surface knowledge and impeded ‘near’ transfer resulting in impeded deep and ‘far’ transfer of learning. Moving forward, anatomy learning should still be cadaveric‐based coupled with complementary technological innovations that demonstrate “hidden” structures. A constant review of anatomical disciplinary knowledge with incremental integration of clinical contexts should also be adopted in medical curricula which could promote deep and far transfer of learning. | - |
dc.language | eng | - |
dc.publisher | John Wiley & Sons, Inc. The Journal's web site is located at http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1935-9780/issues/ | - |
dc.relation.ispartof | Anatomical Sciences Education | - |
dc.rights | Submitted (preprint) Version This is the pre-peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. Accepted (peer-reviewed) Version This is the peer reviewed version of the following article: [FULL CITE], which has been published in final form at [Link to final article using the DOI]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. | - |
dc.subject | gross anatomy education | - |
dc.subject | medical education | - |
dc.subject | undergraduate medical curricula | - |
dc.subject | anatomy learning challenges | - |
dc.subject | knowledge acquisition | - |
dc.title | Why is anatomy difficult to learn? The implications for undergraduate medical curricula | - |
dc.type | Article | - |
dc.identifier.email | Cheung, CC: cccrocky@hku.hk | - |
dc.identifier.email | Bridges, SM: sbridges@hku.hk | - |
dc.identifier.email | Tipoe, GL: tgeorge@hku.hk | - |
dc.identifier.authority | Bridges, SM=rp00048 | - |
dc.identifier.authority | Tipoe, GL=rp00371 | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1002/ase.2071 | - |
dc.identifier.pmid | 33720515 | - |
dc.identifier.scopus | eid_2-s2.0-85103983811 | - |
dc.identifier.hkuros | 321907 | - |
dc.identifier.volume | Epub 2021-03-15 | - |
dc.identifier.isi | WOS:000635933700001 | - |
dc.publisher.place | United States | - |