Challenges of teaching and learning anatomical variation in postgraduate specialty programmes

Anscomb, Helen (2020) Challenges of teaching and learning anatomical variation in postgraduate specialty programmes. Journal of Anatomy, 236 (S1). S129.

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Postgraduate medical training in anatomy is frequently sought by prevocational doctors to assist in entry to competitive specialty training programmes. A strong foundation in anatomical science is critical for safe clinical practice and a requirement for entry into the Surgical Education and Training (SET) programme in Australia. Postgraduate anatomy programmes provide a unique opportunity to review, consolidate and enhance anatomical knowledge. In addition, these programmes should be structured to facilitate the development of research and critical thinking skills with the aim of improving an individual’s ability to both recall information and apply it effectively in a clinical setting. This theoretical work examines the role of anatomical variation as a key aspect of anatomical literacy for postgraduate surgical anatomy education. It draws together some of the latest research to put forward a theoretical framework of best practice in teaching and learning strategies to help students find clinical relevance in their anatomy learning. There is evidence from the educational literature of strategies that guide students towards deep learning approaches, assisting in the developing positive attitudes to learning and an enhanced ability to apply knowledge within appropriate clinical contexts. This is analysed and applied to current postgraduate anatomy course structures currently available and educationally endorsed by the Royal Australasian College of Surgeons (RACS). The retention and application of anatomical knowledge, and the relevance of anatomical variation, plays a pivotal role in both clinical specialty training and clinical best practice. It is therefore essential that we tailor postgraduate teaching methods to meet the needs of both students’ and the training colleges,and that reflect modern approaches to learning, teaching and assessment of anatomy. No ethical approval for this study was required.

Item ID: 64478
Item Type: Article (Abstract)
ISSN: 1469-7580
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Presented at the 19th Congress of the International Federation of Associations of Anatomists, 9-11 August 2019, London, UK

Date Deposited: 08 Oct 2020 02:58
FoR Codes: 11 MEDICAL AND HEALTH SCIENCES > 1103 Clinical Sciences > 110323 Surgery @ 50%
13 EDUCATION > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified @ 50%
SEO Codes: 92 HEALTH > 9299 Other Health > 929999 Health not elsewhere classified @ 70%
93 EDUCATION AND TRAINING > 9305 Education and Training Systems > 930599 Education and Training Systems not elsewhere classified @ 30%
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