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INTELEK Repository
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Online Access
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https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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2020-01-07 17:06:48
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Restricted Document
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12432
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UniSZA
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6735-01-FH02-FP-20-45722.pdf
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TGMURNI
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oai_dc
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https://intelek.unisza.edu.my/intelek/pages/view.php?ref=12432
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12432 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=12432 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 1 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in TGMURNI 2020-01-07 17:06:48 6735-01-FH02-FP-20-45722.pdf UniSZA Private Access Anatomy education for undergraduate: Should we shift our paradigm? Medicine and Health Introduction: Anatomy education is fundamental for medical undergraduates. But there are many issues in anatomy curriculum that require our attention. How much anatomy is enough? What is the best teaching method? Are our teaching contents and methods gill relevant in this era? The aim of this study was to determine whether we need to shift our paradigm in anatomy education. Materials and Methods: A literature review on issues or problem related to anatomy education was performed using the Google Scholar and Scopus databases using certain keywords (anatomy, medical education, outcome based). Results and Discussion: The ultimate aim of medical schools is to produce safe practitioners of quality. The core knowledge of bask sciences should grant understanding of concepts and application in clinical science. The outcome-based education encouraged a holistic approach, emphasised on achievement of competencies: knowledge, clinical skills, communication skills and professionalism upon graduation. Optimum anatomy knowledge should support competent clinical practise: too detail was unnecessary, compromising too much contents might be dangerous. Teaching anatomy should be in context and vertically integrated to improve students preparedness. No single teaching method is the best: learning strategies should be integrated and effective to develop critical thinking, not just memorising. Technology should be utilised to enhance teaching and learning. The 41R forced us to focus on values which cannot be replaced by robots and advanced technologies. Conclusion: We should shift our paradigm in anatomy education. Medical undergraduates do not have to know everything about anatomy, but they should achieve the expected competencies. The anatomy input, learning process and assessment should be re-arranged to accomplish the competencies. 14 1 151-152
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| spellingShingle |
Anatomy education for undergraduate: Should we shift our paradigm?
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| summary |
Introduction: Anatomy education is fundamental for medical undergraduates. But there are many issues in anatomy curriculum that require our attention. How much anatomy is enough? What is the best teaching method? Are our teaching contents and methods gill relevant in this era? The aim of this study was to determine whether we need to shift our paradigm in anatomy education. Materials and Methods: A literature review on issues or problem related to anatomy education was performed using the Google Scholar and Scopus databases using certain keywords (anatomy, medical education, outcome based). Results and Discussion: The ultimate aim of medical schools is to produce safe practitioners of quality. The core knowledge of bask sciences should grant understanding of concepts and application in clinical science. The outcome-based education encouraged a holistic approach, emphasised on achievement of competencies: knowledge, clinical skills, communication skills and professionalism upon graduation. Optimum anatomy knowledge should support competent clinical practise: too detail was unnecessary, compromising too much contents might be dangerous. Teaching anatomy should be in context and vertically integrated to improve students preparedness. No single teaching method is the best: learning strategies should be integrated and effective to develop critical thinking, not just memorising. Technology should be utilised to enhance teaching and learning. The 41R forced us to focus on values which cannot be replaced by robots and advanced technologies. Conclusion: We should shift our paradigm in anatomy education. Medical undergraduates do not have to know everything about anatomy, but they should achieve the expected competencies. The anatomy input, learning process and assessment should be re-arranged to accomplish the competencies.
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| title |
Anatomy education for undergraduate: Should we shift our paradigm?
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| title_full |
Anatomy education for undergraduate: Should we shift our paradigm?
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| title_fullStr |
Anatomy education for undergraduate: Should we shift our paradigm?
|
| title_full_unstemmed |
Anatomy education for undergraduate: Should we shift our paradigm?
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| title_short |
Anatomy education for undergraduate: Should we shift our paradigm?
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| title_sort |
anatomy education for undergraduate: should we shift our paradigm?
|