Journal of Isfahan Medical School

Journal of Isfahan Medical School

Improving Anatomy Learning by Rethinking the Sequence of Instruction

Document Type : policy brief

Authors
Navid Nemattabar 1
Athar Omid 2
Reza Sadeghi 3
Maryam Avizhgan 4
1 MD, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
2 Associate Professor of Medical Education, Department of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
3 Assistant Professor of Anatomical Sciences, Department of Anatomical Sciences, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
4 Associate Professor of Curriculum Planning, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
10.48305/jims.v44.i861.0684
Abstract
Anatomy learning is the foundational training in developing learners’ clinical competencies and has always been associated with significant challenges in the sequence of theoretical knowledge and practical skill instruction. In this context, an intervention study investigating the effect of changing the sequence of theoretical and practical topics in anatomy lessons on medical students’ learning performance concluded that students’ academic performance in the simultaneous theoretical and practical instruction model is significantly higher than in other methods. In transforming this issue into a policy solution, four options, including the priority of theoretical over practical instruction, the priority of practical over theoretical instruction, simultaneous theoretical and practical instruction, and multi-layered instruction (practical-theoretical-practical), were designed and proposed to decision-makers in the medical education system. Analysis of these options, taking into account key stakeholders such as faculty, students and administrators, as well as implementation considerations such as resource requirements, learning space and attitude change, showed that the “synchronous learning” option, although more difficult to coordinate and implement, has a major policy priority due to its evidence-based support for improving learning. However, the effectiveness of this approach requires investment in the development of integrated educational infrastructure, the empowerment of faculty in the use of new teaching methods and the strengthening of a culture of teamwork in educational environments. This policy brief emphasizes that improving the quality of anatomy education requires group communication that presents knowledge and skills in a dynamic and simultaneous interaction and its effectiveness can be achieved by facilitating the implementation of integrated models by policymakers and planners.

Highlights

Athar Omid: Google Scholar

Maryam Avizhgan: Google Schola

Keywords
Education
Anatomy
Theoretical
Practical
Cognitive Load
Medical Education
Policy Brief
Subjects
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Journal of Isfahan Medical School
Volume 44, Issue 861
1st Week, July (Policy Brief)
July and August 2026
Pages 684-688

  • Receive Date 20 March 2026
  • Accept Date 18 April 2026