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London: department of Healthĭrake RL, Lowrie DJ Jr, Prewitt CM (2002) Survey of gross anatomy, microscopic anatomy, neuroscience, and embryology courses in medical school curricula in the United States. Medical Workforce Standing Advisory Committee: Third Report, December 1997. JIAMSE 20:3ĭepartment of Health (1997) Planning the Medical Workforce. Clin Anat 12:55–65Ĭotter JR, Cohan CS (2010) The timing, format and role of anatomical sciences in medical education. Anat Sci Educ 3:3–11Ĭottam WW (1999) Adequacy of medical school gross anatomy education as perceived by certain postgraduate residency programs and anatomy course directors. Surg Radiol Anat 29:173–180īöckers A, Jerg-Bretzke L, Lamp C, Brinkmann A, Traue HC, Böckers TM (2010) The gross anatomy course: an analysis of its importance. BMJ Career Focus 330:255–256Īzer SA, Eizenberg N (2007) Do we need dissection in an integrated problem-based learning medical course? Perceptions of first and second year students. Reforms consisting of balanced rescheduling of medical curricula and optimum resource allocation have been proposed to improve the standard of education of doctors.Īnon J (2005) The rise and fall of anatomy. This decline is hazardous not only to the medical profession but also to society. These factors produce stress in both student and faculty creating gaps in anatomical knowledge that means insufficient skill is developed to practice medicine safely. The shrinkage of anatomical schedules, inadequate faculties and declining allocation of resources is therefore unfortunate. No medical specialist or expert can master their field without adequate knowledge of human anatomy. ResultsĪnatomy enables doctors to master the language of medical science so they can communicate with patients, the public and fellow doctors and diagnose and treat diseases successfully in all medical fields.
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This article expresses comparative viewpoints based on a review of the literature. The aim of the present study is to analyze this declining phase of anatomy and its impact on medical education and to consider corrective measures. As a result of this, anatomical knowledge and the standard of medical education have fallen with consequences including safety in clinical practice. The continuous decrease in teaching time, the artificially created scarcity of competent anatomical faculties and a reduced allocation of resources have brought about the decline of anatomy in medical education.