Effects of Integrating Applied Material in Traditional Anatomy Education on Medical Students’ Knowledge

Document Type : Original Article (s)

Authors

1 Assistant Professor, Department of Anatomy, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran

2 General Practitioner, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran

Abstract

Background: The necessity of modifying the content of basic sciences curriculum has been emphasized in recent decades. The Department of Anatomy in Isfahan University of Medical Sciences (Isfahan, Iran) has been responsible for a part of this modification. Therefore, this study was planned and implemented to integrate physical examination methods and surface and radiological anatomy in the applied anatomy course.Methods: This interventional study was performed in the Department of Anatomy of Isfahan University of Medical Sciences in 2011. Students of medicine were allocated to groups one to four to receive conventional training, applied training alone, theoretical training alone, and theoretical plus applied training, respectively. At the end of the intervention, the students’ clinical knowledge was evaluated and compared.Findings: The groups were not significantly different in terms of sex distribution. The mean score of knowledge about physical examination was significantly higher in the first two groups. The highest score in surface anatomy belonged to the first group (P < 0.05). There were no significant differences in radiological anatomy scores between the four groups.Conclusion: Its seems that integrating clinical material in the anatomy course could improve the students’ knowledge especially about physical examination and surface anatomy. More complete and enhanced versions of this program will definitely promote better learning of anatomy among students of medicine.

Keywords

References

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Journal of Isfahan Medical School
Volume 31, Issue 225 - Serial Number 225
January and February 2013
Pages 104-111

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History

  • Receive Date: 05 September 2012
  • Revise Date:
  • Accept Date: 06 April 2022

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