Learning gross anatomy in a clinical skills course

TLDR

Recent UK undergraduate medical education reforms have altered anatomy course content and delivery, emphasizing its role in clinical skills development and knowledge retention. The study argues that anatomy remains essential in problem‑based learning and clinical skills curricula, underpinning clinical practice. Anatomy is taught clinically relevantly within problem‑based learning, encouraging deep, self‑directed study supported by resources to replace rote memorization.

Abstract

Recent developments in undergraduate medical education in the United Kingdom have produced changes in the content and delivery of component courses, including human anatomy. Anatomy can retain its place in the medical course in the new world of problem-based learning and clinical skills teaching by gaining recognition as an integral part of the curriculum which underpins much of the practice of clinical medicine. In these new courses, anatomical information is clinically relevant and discussed in the context of medical problems and the acquisition of clinical skills. Students are encouraged to study in a manner in which information is retained (deep learning) and where understanding replaces rote learning of facts. Students take responsibility for their own learning, with appropriate support and resources. In clinical skills courses, anatomy underpins the development and retention of clinical knowledge and skills.