There were several issues raised in the Anatomical Sciences discussion session. Firstly, our group defined anatomy in order to consider both gross and microscopic anatomy in our discussion. There was considerable concern about anatomy’s place in the newly evolving systems-based or clinical-presentation approaches to medical education. Issues such as the decreasing likelihood that anatomy would be the first course, truncation of the course, other scheduling issues, and the unpredictability/undependability of clinical teaching partners were all discussed under the umbrella of the changing curriculum. Our group also discussed the progressive loss of the ‘experience’ of anatomy. The emotional experience of dealing with mortality, grief and morbidity is being sacrificed. Introducing students into the privileged world of medical study, the historically unique small group environment among basic science courses and many other aspects of the ‘hidden curriculum’ are being sacrificed due to non-educational considerations. Lastly, we discussed the lack of faculty trained to teach anatomy, the lack of input that anatomy faculty have at administrative levels and the paucity of rewards and incentives to excel in teaching anatomy. The majority of our time was spent discussing anatomy’s place in the ever-changing curricular landscape. It was strongly felt by most participants that anatomy’s proper place is at the beginning of the medical student’s educational career. Anatomy, as the language of medicine, the foundation upon which many other basic science disciplines are built and the ultimate initiator into the world of working with human subjects should be among the student’s first experiences. The unique ability of anatomy to get the student’s attention and lead them to the realization that they are no longer undergraduates must be maintained. Relatedly, there was considerable concern about the overall decreasing time for anatomy; truncation/dilution of the course. This was a concern not only from a content standpoint but as medical centers continue to evolve and basic and clinical science integration becomes a higher priority, basic science course directors and faculty will continue to have an increasingly smaller voice in the decision making process at their institutions. Further, this decrease in emphasis of anatomy has lead to and will continue to foster a decrease in qualified anatomy instructors and a lack of existing faculty interested in contributing to anatomy teaching. Our session ended with positive and constructive suggestions on how
the unique attributes of anatomy may be maintained while still fostering
vertical and horizontal integration amongst the sciences. While there
was near unanimous consensus that anatomy should be taught at the beginning
of the curriculum, the group saw much value in multidisciplinary small
sessions such as those used in systems or clinical presentation methods.
It was generally felt that integrative planning of learning and course
objectives together with increased interaction with clinicians on committees,
in organizations and socially would do much to facilitate multidisciplinary
education.
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