Anatomy 1999-2000: the curriculum, who teaches it and how?
Aim To review the impact of Tomorrow's Doctors 1 on anatomical teaching in the UK and Ireland. To establish in particular whether a consensus has emerged on: (a) the duration and format of teaching, and (b) the impact on staffing and on the four main anatomical disciplines of gross anatomy, histolog...
| Publicado en: | Medical Education Vol. 36; no. 8; pp. 702 - 711 |
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| Formato: | research Journal Article |
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Wiley-Blackwell
Aug2002
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106097756&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106097756 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Aug2002 vid: 36 iid: 8 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106097756 106097756 2009449846 10.1046/j.1365-2923.2002.01272.x NLM12191052 106097756 ppf: 702 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Anatomy 1999-2000: the curriculum, who teaches it and how? aug: au: Heylings DJ sug: subj: Anatomy Education Curriculum Education, Medical Teaching Great Britain Questionnaires Human ab: Aim To review the impact of Tomorrow's Doctors 1 on anatomical teaching in the UK and Ireland. To establish in particular whether a consensus has emerged on: (a) the duration and format of teaching, and (b) the impact on staffing and on the four main anatomical disciplines of gross anatomy, histology, embryology and neuroanatomy. Method and Results A postal survey of 28 anatomy departments was carried out. This yielded a response rate of 75%. Twelve departments used systems-based curricula, five used problem-based curricula, and four used a traditional regional format. There were variable levels of integration between the anatomical disciplines and subjects outside anatomy. Dissection taught over the first 2 years was retained in 76% of the courses, frequently supplemented with demonstrations, with an average of 2 hours of practical work for every hour of lecture. Staff/student ratios varied with the type of curriculum: dissection room teaching and problem-based curricula were associated with higher numbers of either full or part-time clinically qualified teachers. Teaching was supported by a high proportion of part-time clinically qualified staff, giving an overall average staff/student ratio of 19·8 in a dissection class. Conclusions There is considerable variation in duration and staffing of anatomy teaching, according to the type of curriculum. This suggests there may well be substantial variation in the level, content and depth of anatomical curricula across the country, and that this should be quantified. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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