Although anatomy is sometimes said to as the “foundation of the medical sciences,” it is also viewed as a demanding subject in medical education. Along with the introduction of contemporary philosophies, methodologies, and efficient teaching and learning strategies, the teaching of anatomy is undergoing an evolutionary transition. Thus, to increase student engagement and provide learning results with their professional objectives, anatomists must investigate creative, inventive, meaningful, engaging, and multimodal methods for encouraging proactive and deep learning to teach gross anatomy.
METHODS TO TEACH:
1. EFFECTIVE TEACHING STRATEGIES:
Gross anatomy can benefit from the use of active learning strategies. Presentations on artificial bodies may be delivered periodically to ensure adequate understanding. As a result, students should take the initiative to prepare for clinical practice by applying their originality, curiosity, and intellect. Teachers should include real-world learning opportunities in the classroom from their own experience so that students will benefit from being able to apply their academic learning to the clinical setting.
2. 3-D, ANIMATED LECTURES:
The ability of 3D animation to reduce complex information so that a layman student with medical jargon and terminology may readily understand it is one of the industry’s advantages. Visual learning is regarded as the most effective method for mastering subjects.
The fact that 3D animations are so instructive and persuasive is one of the main reasons these animations are growing in popularity among healthcare practitioners. These animations convey information that is simple to understand, and pupils can retain it for a considerable amount of time.
3. DISSECTION HALL VISITS AND CADAVERIC PRESENTATIONS:
A medical student can learn about what is happening underneath our skin by studying human bodies. There are several opportunities to observe, feel, and properly comprehend human body structures in the dissecting room. The human body can be seen in three dimensions while studying anatomy from cadavers. Through cadaver dissection, Students can discover large-scale pathologic processes, such as tumor growth, enlarged organs, or previous surgical treatments. For students, seeing the effects of illnesses within the human body that a textbook may depict can be incredibly eye-opening.
Observing these changes and learning that, although all humans have the same basic anatomy, there are still significant differences, is one of the most unexpected things for students in the cadaver lab.
CONCLUSION:
Learning gross anatomy provides students an early “impression” of the structure of the human body and lays the groundwork for comprehending pathologic and clinical problems. It is highly recommended that anatomy be included vertically in medical education to guarantee students’ exposure to anatomical learning throughout undergraduate (pre-clinical and clinical), postgraduate, and subsequent professional training.
Anatomy guidance with modern technology is beneficial. A medical curriculum must include gross anatomy through dissection and prosection because it provides a 3D experience that even the most sophisticated digital anatomy programs cannot match.
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HAMZA ATHAR is a third-year MBBS( bachelor of medicine, bachelor of surgery) student at QUAID-E-AZAM medical college, Bahawalpur, Pakistan.
REFRENCES:
Singh, K., Bharatha, A., Sa, B. et al. Teaching anatomy using an active and engaging learning strategy. BMC Med Educ 19, 149 (2019). https://doi.org/10.1186/s12909-019-1590-2
Drake, R. L. (1998). Anatomy education in a changing medical curriculum. The Anatomical Record, 253(1), 28–31. https://about.kaiserpermanente.org/our-story/news/announcements/a-modern-approach-to-teaching-anatomy
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