Effective methods of teaching and learning in anatomy as a basic science: A BEME systematic review: BEME guide no. 44

Abstract

Background: Anatomy is a subject essential to medical practice, yet time committed to teaching is on the decline, and resources required to teach anatomy is costly, particularly dissection. Advances in technology are a potential solution to the problem, while maintaining the quality of teaching required for eventual clinical application.

Aim: To identify methods used to teach anatomy, including those demonstrated to enhance knowledge acquisition and retention.

Methods: PubMed, CINAHL, ERIC, Academic OneFile, ProQuest, SAGE journals and Scopus were search from the earliest entry of each database to 31 August 2015. All included articles were assessed for methodological quality and low quality articles were excluded from the study. Studies were evaluated by assessment scores, qualitative outcomes where included as well as a modified Kirkpatrick model.

Results: A total of 17,820 articles were initially identified, with 29 included in the review. The review found a wide variety of teaching interventions represented in the range of studies, with CAI/CAL studies predominating in terms of teaching interventions, followed by simulation. In addition to this, CAI/CAL and simulation studies demonstrated better results overall compared to traditional teaching methods and there is evidence to support CAI/CAL as a partial replacement for dissection or a valuable tool in conjunction with dissection.

Conclusions: This review provides evidence in support of the use of alternatives to traditional teaching methods in anatomy, in particular, the use of CAI/CAL with a number of high quality, low risk of bias studies supporting this.

Acknowledgements

The review group would like to acknowledge the support of BEME and its members, with particular thanks to Trevor Gibbs, Marilyn Hammick, Jill Thistlethwaite and Larry Gruppen for their experienced guidance in early stages of the review and ongoing. Further acknowledgement must be given to Charlotte Leboef-Yde for her valuable contribution through the course of the review.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Notes on contributors

C. Dominique Losco, M (Chiropractic), PGCert (Education), is a lecturer in the School of Health Professions at Murdoch University, Perth, Australia.

William D. Grant, EdD, is a professor of Family and Emergency Medicine and Associate Dean for Graduate Medical Education at Upstate University Hospital, Syracuse, New York, USA.

Anthony Armson, PhD, is a senior lecturer in the School of Health Professions at Murdoch University, Perth, Australia.

Amanda J. Meyer, PhD, is a lecturer in the School of Health Professions at Murdoch University, Perth, Australia.

Bruce F. Walker, DC, MPH, DrPH, is an Associate Dean of Research at the School of Health Professions, Murdoch University, Perth, Australia.