From anatomical ‘competence’ to complex capability. The views and experiences of UK tutors on how we should teach anatomy to medical students

Developments in clinical education have recently challenged the identity of anatomy teaching and learning, leading to high profile debate over the potential implications for the competence levels of new doctors. However, the emphasis remains on methods of teaching, rather than a review of what well-...

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Bibliographic Details
Published in:Advances in health sciences education : theory and practice 2010-10, Vol.15 (4), p.573-585
Main Authors: Regan de Bere, Sam, Mattick, Karen
Format: Article
Language:English
Subjects:
Anatomy
Anatomy - education
Clinical Teaching (Health Professions)
Competence
Curriculum
Curriculum Design
Education
Education, Medical
Faculty, Medical
Foreign Countries
Humans
Learning
Medical Education
Medical Schools
Medical Students
Physicians
Professional Competence
Qualitative Research
Students, Medical
Teaching
Teaching Methods
Tutoring
Tutors
United Kingdom
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Summary:Developments in clinical education have recently challenged the identity of anatomy teaching and learning, leading to high profile debate over the potential implications for the competence levels of new doctors. However, the emphasis remains on methods of teaching, rather than a review of what well-rounded anatomical learning actually entails, and how teaching can address contemporary learning needs. This paper identifies and addresses some of these issues, drawing on expert views captured in qualitative research with anatomy tutors at twenty different medical schools in the UK. Three main themes emerging from our analysis are described: anatomy as a subject matter, the challenges of teaching or learning anatomy, and the use of teaching methods. We also detail how inductive analysis generated new hypotheses worthy of further consideration. These fall into two key categories: (1) improving anatomy curriculum design and (2) advancing anatomy education research.
ISSN:1382-4996
1573-1677
DOI:10.1007/s10459-010-9220-0