References
- Alleyne T, Shirley A, Bennett C, Addae J, Walrond E, West S, Pinto Pereira L. Problem-based compared with traditional methods at the Faculty of Medical Sciences, University of the West Indies: A model study. Med Teach 2002; 24(3)273–279
- Azer SA, Eizenberg N. Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Surg Rad Anat 2007; 29(2)173–180
- Aziz MA, McKenzie JC, Wilson JS, Cowie RJ, Ayeni SA, Dunn BK. The human cadaver in the age of biomedical informatics. Anat Rec 2002; 269(1)20–32
- Barnett CH. Tests of anatomical knowledge. Lancet 1960; 2(7144)254–256
- Biasutto SN, Caussa LI, Criado del Rio LE. Teaching anatomy: Cadavers vs. computers? Ann Anat 2006; 188(2)187–190
- Bradley P. Curricular change-cutting anatomy to the core. Eur J Morphol 2001; 39(4)231–234
- Brynhildsen J, Dahle LO, Behrbohm Fallsberg M, Rundquist I, Hammar M. Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum. Med Teach 2002; 24(3)286–288
- Cahill DR, Leonard RJ. Missteps and masquerade in American medical academe: Clinical anatomists call for action. Clin Anat 1999; 12(3)220–222
- Colliver JA. Effectiveness of problem-based learning curricula: Research and theory. Acad Med 2000; 75(3)259–266
- Cottam WW. Adequacy of medical school gross anatomy education as perceived by certain postgraduate residency programs and anatomy course directors. Clin Anat 1999; 12(1)55–65
- Dangerfield P, Bradley P, Gibbs T. Learning gross anatomy in a clinical skills course. Clin Anat 2000; 13(6)444–447
- Dinsmore CE, Daugherty S, Zeitz HJ. Teaching and learning gross anatomy: Dissection, prosection, or ‘both of the above’?. Clin Anat 1999; 12(2)110–114
- Erkonen WE, Krachmer M, Cassell MD, Albanese MA, Stanford W. Cardiac anatomy instruction by ultrafast computed tomography versus cadaver dissection. Invest Radiol 1992; 27(9)744–747
- Evans DJ, Watt DJ. Provision of anatomical teaching in a new British medical school: Getting the right mix. Anat Rec B New Anat 2005; 284(1)22–27
- Fasel JH, Morel P, Gailloud P. A survival strategy for anatomy. Lancet 2005; 365(9461)754
- Fitzpatrick CM, Kolesari GL, Brasel KJ. Teaching anatomy with surgeons’ tools: Use of the laparoscope in clinical anatomy. Clin Anat 2001; 14(5)349–353
- Gay L. The comparative effects of multiple-choice versus short-answer tests on retention. J Educ Meas 1980; 17(1)45–50
- Gill AA, Marmo NA, Shuster JJ. The effectiveness of laboratory vs written examinations in an anatomy course. Am J Occup Ther 1978; 32(1)26–30
- Gregory JK, Lachman N, Camp CL, Chen LP, Pawlina W. Restructuring a basic science course for core competencies: An example from anatomy teaching. Med Teach 2009; 31(9)855–861
- Griffioen F, Drukker J, Hoogland P, Godschalk M. General plan anatomy, objectives of the teaching of anatomy/embryology in medical curricula in the Netherlands. Eur J Morphol 1999; 37(4–5)288–325
- Halasz NA. We create and can remove the roadblocks to good basic science education. Acad Med 1999; 74(1)6–7
- Kilroy D, Driscoll P. Determination of required anatomical knowledge for clinical practice in emergency medicine: National curriculum planning using a modified Delphi technique. Emerg Med J 2006; 23(9)693–696
- Koens F, Custers EJ, Ten Cate OT. Clinical and basic science teachers’ opinions about the required depth of biomedical knowledge for medical students. Med Teach 2006; 28(3)234–238
- Koens F, Mann KV, Custers EJ, Ten Cate OT. Analysing the concept of context in medical education. Med Educ 2005a; 39(12)1243–1249
- Koens F, Rademakers JJ, Ten Cate OT. Validation of core medical knowledge by postgraduates and specialists. Med Educ 2005b; 39(9)911–917
- Koens F, Ten Cate OT, Custers EJ. Context-dependent memory in a meaningful environment for medical education: In the classroom and at the bedside. Adv Health Sci Educ Theory Pract 2003; 8(2)155–165
- Larsen DP, Butler AC, Roediger III HL. Test-enhanced learning in medical education. Med Educ 2008; 42(10)959–966
- Leonard RJ, Acland R, Aguyr A, Blevins CE, Cahill DR, Collins JD, Dalley AF II, Dolph J, Hagedoorn JP, Hoos PC, et al. A clinical anatomy curriculum for the medical student of the 21st century: Gross anatomy. Clin Anat 1996; 9: 71–99
- Louw G, Eizenberg N, Carmichael SW. The place of anatomy in medical education: AMEE guide no 41. Med Teach 2009; 31(5)373–386
- MacLean TA, Wagner MJ, Nagy F. Clinical anatomy: A review course for emergency medicine residents. J Emerg Med 1996; 14(3)383–387
- McHanwell S, Davies DC, Morris J, Parkin I, Whiten S, Atkinson M, Dyball R, Ockleford C, Standring S, Wilton J. A core syllabus in anatomy for medical students – adding common sense to need to know. Eur J Anat 2007; 11(S1)3–18
- Moxham BJ, Plaisant O. Perception of medical students towards the clinical relevance of anatomy. Clin Anat 2007; 20(5)560–564
- Newman M. A pilot systematic review and meta-analysis on the effectiveness of problem based learning. Learning & Teaching Subject Network for Medicine, Dentistry and Veterinary Medicine, Newcastle 2003
- Nnodim JO. Learning human anatomy: Student preferences of methods in a Nigerian medical school. Med Educ 1988; 22(5)412–417
- Norman G. Teaching basic science to optimize transfer. Med Teach 2009; 31(9)807–811
- Patel KM, Moxham BJ. Attitudes of professional anatomists to curricular change. Clin Anat 2006; 19(2)132–141
- Prince KJ, Scherpbier AJAA, van Mameren H, Drukker J, van der Vleuten CPM. Do students have sufficient knowledge of clinical anatomy?. Med Educ 2005; 39(3)326–332
- Prince KJ, van Mameren H, Hylkema N, Drukker J, Scherpbier AJ, van der Vleuten CP. Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy. Med Educ 2003; 37(1)15–21
- Prosser R. Practical teaching of anatomy and surgery. Lancet 1868; 92(2356)545–1155
- Pryde FR, Black SM. Anatomy in Scotland: 20 years of change. Scot Med J 2005; 50(3)96–98
- Raftery A. Anatomy teaching in the UK. Surgery 2006; 25(1)1–2
- Richardson IM. Consumer views on the medical curriculum: A retrospective study of Aberdeen graduates. Med Educ 1983; 17(1)8–10
- Rizzolo LJ. Human dissection: An approach to interweaving the traditional and humanistic goals of medical education. Anat Rec 2002; 269(6)242–248
- Sax G, Collett LS. An empirical comparison of the effects of recall and multiple-choice tests on student achievement. J Educ Meas 1968; 5(2)169–173
- Stanford W, Erkonen WE, Cassell MD, Moran BD, Easley G, Carris RL, Albanese MA. Evaluation of a computer-based program for teaching cardiac anatomy. Invest Radiol 1994; 29(2)248–252
- Swanson DB, Case SM. Assessment in basic science instruction: Directions for practice and research. Adv Health Sci Educ 1997; 2: 71–84
- Taylor JR, Wilson AS. Letter: Prognosis for anatomy. Lancet 1975; 1(7920)1334
- Turney BW. Anatomy in a modern medical curriculum. Ann R Coll Surg Engl 2007; 89(2)104–107
- van Mameren H. Source of future teachers of anatomy. Anat Rec B New Anat 2004; 280(1)4–5
- Vernon DT, Blake RL. Does problem-based learning work? A meta-analysis of evaluative research. Acad Med 1993; 68(7)550–563
- Waterston SW, Stewart IJ. Survey of clinicians’ attitudes to the anatomical teaching and knowledge of medical students. Clin Anat 2005; 18(5)380–384
- Wilhelmsson N, Dahlgren LO, Hult H, Scheja M, Lonka K, Josephson A. The anatomy of learning anatomy. Adv Health Sci Educ Theory Pract 2009; 15(2)153–165
- Winkelmann A. Anatomical dissection as a teaching method in medical school: A review of the evidence. Med Educ 2007; 41(1)15–22
- Winkelmann A, Hendrix S, Kiessling C. What do students actually do during a dissection course? First steps towards understanding a complex learning experience. Acad Med 2007; 82(10)989–995
- Woloschuk W, Mandin H, Harasym P, Lorscheider F, Brant R. Retention of basic science knowledge: A comparison between body system-based and clinical presentation curricula. Teach Learn Med 2004; 16(2)116–122
- Wong K, Stewart F. Competency-based training of basic trainees using human cadavers. ANZ J Surg 2004; 74(8)639–642
- Woods NN, Brooks LR, Norman GR. The value of basic science in clinical diagnosis: Creating coherence among signs and symptoms. Med Educ 2005; 39(1)107–112
- Woods NN, Brooks LR, Norman GR. It all makes sense: Biomedical knowledge, causal connections and memory in the novice diagnostician. Adv Health Sci Educ Theory Pract 2007a; 12(4)405–415
- Woods NN, Brooks LR, Norman GR. The role of biomedical knowledge in diagnosis of difficult clinical cases. Adv Health Sci Educ Theory Pract 2007b; 12(4)417–426