Introducing anatomy learning packages into clinical attachments

the course co-ordinators' views

Alan Dawson, S A M Bruce, S D Heys, I J Stewart

Research output: Contribution to journalAbstract

Abstract

Poster presentations – C. Theme: Anatomy Education

In Aberdeen, we have resolved to address concern about the level of anatomical (and other basic science) knowledge gained by medical undergraduates and which is retained into the later clinical years of the undergraduate training programme. Teaching co-ordinators in Phase III, a clinical attachment phase (students rotate through all specialties in a series of nine 5-week blocks in a systems-based approach, with a co-ordinator for each block) of the Aberdeen medical curriculum, were interviewed concerning the need for learning packages that provided vertical integration of anatomy, and other ‘basic’ sciences, in association with their clinical attachment. The interviews were semi-structured and pre-arranged (with a broad outline of the nature of the study provided), and many of the co-ordinators had discussed the main issues with colleagues prior to being interviewed. Part of the interview concerned closed-style questions concerning the need for learning packages:it is the responses to these latter questions that are reported on here.

A total of 46 of 58 co-ordinators from two teaching centres (Aberdeen, Inverness) were interviewed; 28 were conducted ‘face-to-face’, 17 through email, and one by telephone, over the summer of 2007. All clinical disciplines were invited to participate and only two saw no relevance of the study to their clinical area (both Public Health).

Do you think there is a need to develop the teaching/learning of anatomy and basic science in your clinical field? – 91% said yes.

Would you be willing to help develop a teaching package for Phase III students? – 51% said yes; 42% said yes but I have no time to do this; 7% said no.

Do you think teaching/learning packages would add to the student workload unnecessarily? – 66% said no; 24% they should know their anatomy and basic science; 10% said yes.

How best should the teaching/learning packages be delivered? – 61% selected self-directed learning as the best method; 21% first day of the block; 18% on the ward.

There was, therefore, a clearly expressed view for anatomy and other basic science learning packages to support clinical attachments but less interest in participating in the development and delivery.
Original languageEnglish
Pages (from-to)797
Number of pages1
JournalJournal of Anatomy
Volume214
Issue number5
Early online date23 Apr 2009
DOIs
Publication statusPublished - May 2009
EventThe Summer Meeting of the Anatomical Society - Jubilee Campus, University of Nottingham, Nottingham, United Kingdom
Duration: 2 Jul 20084 Jul 2008

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Introducing anatomy learning packages into clinical attachments : the course co-ordinators' views. / Dawson, Alan; Bruce, S A M; Heys, S D; Stewart, I J.

In: Journal of Anatomy, Vol. 214, No. 5, 05.2009, p. 797.

Research output: Contribution to journalAbstract

Dawson, Alan ; Bruce, S A M ; Heys, S D ; Stewart, I J. / Introducing anatomy learning packages into clinical attachments : the course co-ordinators' views. In: Journal of Anatomy. 2009 ; Vol. 214, No. 5. pp. 797.
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abstract = "Poster presentations – C. Theme: Anatomy EducationIn Aberdeen, we have resolved to address concern about the level of anatomical (and other basic science) knowledge gained by medical undergraduates and which is retained into the later clinical years of the undergraduate training programme. Teaching co-ordinators in Phase III, a clinical attachment phase (students rotate through all specialties in a series of nine 5-week blocks in a systems-based approach, with a co-ordinator for each block) of the Aberdeen medical curriculum, were interviewed concerning the need for learning packages that provided vertical integration of anatomy, and other ‘basic’ sciences, in association with their clinical attachment. The interviews were semi-structured and pre-arranged (with a broad outline of the nature of the study provided), and many of the co-ordinators had discussed the main issues with colleagues prior to being interviewed. Part of the interview concerned closed-style questions concerning the need for learning packages:it is the responses to these latter questions that are reported on here.A total of 46 of 58 co-ordinators from two teaching centres (Aberdeen, Inverness) were interviewed; 28 were conducted ‘face-to-face’, 17 through email, and one by telephone, over the summer of 2007. All clinical disciplines were invited to participate and only two saw no relevance of the study to their clinical area (both Public Health).Do you think there is a need to develop the teaching/learning of anatomy and basic science in your clinical field? – 91{\%} said yes.Would you be willing to help develop a teaching package for Phase III students? – 51{\%} said yes; 42{\%} said yes but I have no time to do this; 7{\%} said no.Do you think teaching/learning packages would add to the student workload unnecessarily? – 66{\%} said no; 24{\%} they should know their anatomy and basic science; 10{\%} said yes.How best should the teaching/learning packages be delivered? – 61{\%} selected self-directed learning as the best method; 21{\%} first day of the block; 18{\%} on the ward.There was, therefore, a clearly expressed view for anatomy and other basic science learning packages to support clinical attachments but less interest in participating in the development and delivery.",
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AB - Poster presentations – C. Theme: Anatomy EducationIn Aberdeen, we have resolved to address concern about the level of anatomical (and other basic science) knowledge gained by medical undergraduates and which is retained into the later clinical years of the undergraduate training programme. Teaching co-ordinators in Phase III, a clinical attachment phase (students rotate through all specialties in a series of nine 5-week blocks in a systems-based approach, with a co-ordinator for each block) of the Aberdeen medical curriculum, were interviewed concerning the need for learning packages that provided vertical integration of anatomy, and other ‘basic’ sciences, in association with their clinical attachment. The interviews were semi-structured and pre-arranged (with a broad outline of the nature of the study provided), and many of the co-ordinators had discussed the main issues with colleagues prior to being interviewed. Part of the interview concerned closed-style questions concerning the need for learning packages:it is the responses to these latter questions that are reported on here.A total of 46 of 58 co-ordinators from two teaching centres (Aberdeen, Inverness) were interviewed; 28 were conducted ‘face-to-face’, 17 through email, and one by telephone, over the summer of 2007. All clinical disciplines were invited to participate and only two saw no relevance of the study to their clinical area (both Public Health).Do you think there is a need to develop the teaching/learning of anatomy and basic science in your clinical field? – 91% said yes.Would you be willing to help develop a teaching package for Phase III students? – 51% said yes; 42% said yes but I have no time to do this; 7% said no.Do you think teaching/learning packages would add to the student workload unnecessarily? – 66% said no; 24% they should know their anatomy and basic science; 10% said yes.How best should the teaching/learning packages be delivered? – 61% selected self-directed learning as the best method; 21% first day of the block; 18% on the ward.There was, therefore, a clearly expressed view for anatomy and other basic science learning packages to support clinical attachments but less interest in participating in the development and delivery.

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JF - Journal of Anatomy

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ER -