Yen, Shyeanne Gunn Shian and Mohd Jalani, Siti Aisyah and Rushlan, Muhammad Aliff Aiman (2020) Medical students’ perception on anatomy education environment in upUPM- a comparative study of gender and phase of clinical study. [Project Paper] (Submitted)
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Abstract
Anatomy is defined as the study of human or animal form, by observation or examination of the living being, examination or dissection of dead specimens, microscopic examination, and/or textbooks (MedicineNet 2018). Anatomy education which comprises gross anatomy, histology and embryology is one of the most basic important learning in medical studies as it resembles the insights of human body structure. Hence, its basic necessary knowledge helps students to understand future pathology and clinical problems. Traditionally, cadaveric dissection is the sole pedagogy anatomy learning for medical students. Owing to inadequate allocated times and insufficient cadavers for the current anatomy teaching, the practical perspective has been improvised to the multiple extents in anatomy module lectures; plastination models, prosected model, computer-assisted learning and problem-based learning. Integration of newer anatomy curriculum will encourage student’s interest and expand their knowledge and has its own clinical relevance. Medical students, therefore, need to equip themselves with enough understanding in anatomy education for the aim of patient’s safety as well as satisfaction as professional medical personnel. Unexpectedly, Turney (2007) has reported that anatomy education is gradually being shaved away from the medical curriculum due to the subject's rigidness. In earlier years of anatomy education, students were required to blindly memorize without much understanding. Instead of a requirement, it has merely become a subject that students brush through. In a study in the Netherlands conducted by Prince et al. (2005), the comparison was made between the anatomy knowledge of medical students with the expectation levels of 2 several professionals. They concluded that there was a significant difference between the two, wherein the students scored lower than expected, leading to public worry. Therefore, in Turney’s (2007) study, he suggested intervention in anatomy education. In order to adjust for this adaptation, anatomy education must be incorporated into the ever-changing waves of technology. However, he also emphasizes the importance of traditional teaching methods. Instead of comparing its superiority, traditional and modern methods should exist in harmony to ensure the best of anatomy education delivery for medical students. A study by Paracha et al. (2011) on the assessment of the preclinical students’ satisfaction regarding anatomy curriculum at Kust Institute of Medical Sciences in Kohat revealed that most of them were satisfied with the studied course contents, internal evaluation system and teachers’ performance. The study suggested mandatory periodical revision of the anatomy curriculum based on the feedback from the students in graduating reliable and competent doctors. Furthermore, Hadie et al. (2013) emphasized the students’ perception assessment of specific areas of interest such as anatomy which has an impact on the success of the feedback process. Their perception may provide useful information on potential deficiencies in anatomical education and would also mitigate the inconsistencies between the current and the desired understandings or their performances.
| Item Type: | Project Paper |
|---|---|
| Faculty: | Faculty of Medicine and Health Science |
| Depositing User: | Ms Norafizah Radzuan |
| Date Deposited: | 30 Aug 2023 04:41 |
| Last Modified: | 30 Aug 2023 04:41 |
| URI: | http://psaspb.upm.edu.my/id/eprint/1062 |
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