The first question dealt with was anatomy/structural science teaching as to whether or not a lecture format should still be used versus other techniques. Discussions centered upon the fact that lectures at most institutions are already minimized and that there is an emphasis upon problem based learning with increased student participation. There is no present uniformity however in the exact techniques being used around many of the schools. Some emphasize that lectures are sufficient if of high enough quality. One member emphasized that anatomy provides the "language of medicine." It was felt that there must be in all anatomy and structural science teaching a relevance to the students to give them an incentive to learn. As regards using living persons for other than lectures and the like it was felt that many institutions are already using these and so there was a consensus that this was appropriate. It was also felt that surface anatomy should be taught. The next question dealt with new developments in imaging and other aspects of medical science as they relate to anatomy. It was thought that there is now a common ground between radiologists and anatomists in the details that they both know. It was felt that new developments are in and of themselves justification for the present time if not increased time being used for teaching the structural sciences. Finally one member of the group speculated that there perhaps should be different vertical levels of anatomy that are taught such that there might be a core at the first year level and then it should be tailored to the individual specialization of the future position as to what further detail in specific areas of anatomy should be taught. The final question dealt with the amount of time being spent on anatomy courses. Generally throughout the participants it was felt that a decrease in the amount of time for teaching this subject area has been experienced. One member stated that their course is now eight weeks in length. It was felt that there is perhaps no change in the level of student knowledge but this has not been investigated. **** **** ****
|
||||||||||||||