Teaching of gross anatomy to medical undergraduates: general practice as a guideline? A synopsis

Abstract

The amount of time officially available for the teaching of gross anatomy to medical undergraduates was substantially curtailed during the 1960s, both in the USA and in Europe (Kahn, 1966; Todd, 1968). Since then, this trend has been further enhanced by the expanding introduction of problem-based learning (Pallie & Miller, 1982; Albanese & Mitchell, 1993) deplored by many gross anatomists, radiologists and surgeons (Collins et al. 1994; Anderson & Brown, 1996). But a modification of the content of anatomical teaching has become unavoidable, and is a matter for concern — although very little rejoicing — to the professional morphologist involved in teaching. The few studies which have been aimed at defining a suitable core programme were designed to determine the anatomical knowledge required for various clinical specialties (Lippert & Bernsau, 1972; Quast-Höttge, 1972). These studies showed that the identified knowledge exceeds by far any currently available time for teaching anatomy to medical undergraduates (Lippert, 1974). Against this background, the present study was designed from a different concept, our aim having been to investigate the requirement of anatomical knowledge in general medical practice. The actual paper is a synopsis of the results obtained for 12 topics of systematic gross anatomy evaluated under this criterion. It is an attempt to contribute to a pragmatic solution to a pressing problem.