Twelve tips for optimising medical student retention of anatomy

Abstract

Concern that many graduate medical students do not know sufficient anatomy to safely and effectively assess and treat patients is a frequent complaint by clinicians. Although downgrading of anatomy relative to newer basic sciences is often blamed, there is evidence students rapidly forget anatomy. However, there are a number of ways instructors can foster long-term retention of anatomy, the most powerful involving intertwining clinical and anatomical information and assessing in-depth processing. Assisting this process is ‘triaging’ the curriculum so it contains only clinically engaged anatomy. Students are far more likely to remember information which they consider to be relevant to their future vocation. Therefore, teaching only anatomy which is likely to be useful in a clinical context tends to improve long-term retention of anatomy by medical students. Other helpful techniques include incorporating surface and radiological anatomy in a vertically integrated curriculum, reciprocal peer teaching and employing clinically qualified instructors.

Keywords:

• Anatomy
• knowledge retention
• clinical relevance

Disclosure statement

The author reports no conflicts of interest. The author alone is responsible for the content and writing of the article.

Additional information

Notes on contributors

Kerry G. Baker

Kerry G. Baker, PhD, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Parkville, Australia.