From cadavers to clinical practice: the anatomy of lifelong learning

Abstract

Background: Much has been postulated about the perceived deterioration of anatomy knowledge amongst graduates. Little is known about levels of confidence in, and educational needs concerning, clinical anatomy knowledge amongst foundation year doctors.

Aims: To establish foundation year doctors' perceptions of anatomy related to: importance to career, confidence in anatomy knowledge and its application, preferred methods of teaching. Secondarily, to determine impact of an integrated clinical approach to anatomy teaching on foundation year doctors' level of knowledge and confidence in its clinical application of anatomy.

Methods: A course teaching anatomy through common surgeries and related radiology was delivered to foundation year doctors. A pre- and post-course assessment based on anatomy competence score assessed holistic knowledge acquisition. Foundation year doctors' perceptions of anatomy and course satisfaction were measured through questionnaire.

Results: Confidence in applying anatomy knowledge was low. The average pre- and post-course assessment score increased from 55% to 81%; 92.86% felt an integrated clinical approach to anatomy teaching improved their confidence on the subject and 58.62% felt it improved their clinical skills.

Conclusion: This study identified a need for ongoing educational support for foundation year doctors regarding anatomy teaching. An integrated clinical approach to teaching anatomy proved both highly relevant and popular, as well as an effective teaching approach.

Keywords: Medical education; anatomy; clinical teaching.