Abstract
There is widespread recognition that a sound understanding of anatomy is critical for doctors to effectively examine and perform clinical procedures on their patients. The discipline of anatomy has always had a key position in undergraduate medical curriculum, but due to persistent decline in anatomy teaching hours since the 1960s through curriculum change, there has been significant change in how anatomy is delivered.
At the University of Bristol’s Centre for Applied Anatomy, innovation is encouraged, and curriculum change is seen as a continual process of refreshing material and striving for excellence. Between 2015-2017 a significant review of the entire medical programme was undertaken: ‘MB21’. Key challenges have been to restructure medical anatomy teaching to sit not just in the early years, but as part of a helical theme threaded through the entire programme. We have also considered content detail working alongside biomedical colleagues to ensure full interdigitation of teaching and aligning this to gold standard guidance such as the GMC Outcomes for Graduates and the Anatomical Societies core syllabus for anatomy.
Observations in the first two years has been better integration between anatomy and the biomedical sciences and increasing spiralised learning of anatomy applied to clinical practice. Student satisfaction with the anatomy teaching has remained high as evidenced from internal survey data. Moving forward, anatomy will have a stronger more visible position in the higher years of the programme with new practical sessions currently under development.
Medical curriculum change is not new, but by working together and embracing change, we hope that across the next 3y we will see graduates of MB21 leaving with some of the best integrated anatomical knowledge to take forward with them into clinical practice.
No ethical approval required.
At the University of Bristol’s Centre for Applied Anatomy, innovation is encouraged, and curriculum change is seen as a continual process of refreshing material and striving for excellence. Between 2015-2017 a significant review of the entire medical programme was undertaken: ‘MB21’. Key challenges have been to restructure medical anatomy teaching to sit not just in the early years, but as part of a helical theme threaded through the entire programme. We have also considered content detail working alongside biomedical colleagues to ensure full interdigitation of teaching and aligning this to gold standard guidance such as the GMC Outcomes for Graduates and the Anatomical Societies core syllabus for anatomy.
Observations in the first two years has been better integration between anatomy and the biomedical sciences and increasing spiralised learning of anatomy applied to clinical practice. Student satisfaction with the anatomy teaching has remained high as evidenced from internal survey data. Moving forward, anatomy will have a stronger more visible position in the higher years of the programme with new practical sessions currently under development.
Medical curriculum change is not new, but by working together and embracing change, we hope that across the next 3y we will see graduates of MB21 leaving with some of the best integrated anatomical knowledge to take forward with them into clinical practice.
No ethical approval required.
| Original language | English |
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| Publication status | Published - 2020 |
| Event | 19th Congress of the International Federation of Associations of Anatomists - Excel Exhibition Centre, London, United Kingdom Duration: 9 Aug 2019 → 11 Aug 2019 http://www.ifaa2019.com/ |
Conference
| Conference | 19th Congress of the International Federation of Associations of Anatomists |
|---|---|
| Country/Territory | United Kingdom |
| City | London |
| Period | 9/08/19 → 11/08/19 |
| Internet address |