Paths for anatomy education in the digital era. Options of the Institute of Anatomy of the Faculty of Medicine of Lisbon

Abstract

Introduction: In an analysis of teaching and learning, it is necessary to examine, the curriculum, the mode of teaching, the quality of how it is delivered and the infrastructure within which it is delivered [1].

Materials and methods: The Institute of Anatomy of the Faculty of Medicine of Lisbon presents the option of the teaching realized, supported in the curricular integration of the Anatomy subjects, with all possible strategies to implement it in the grouping of disciplines in teaching and assessment modules (Morphological Sciences Group). Based on the reduction in the gross anatomy teaching hours, was reviewed the way of teaching anatomy, with finishing with compulsory dissecting for anatomy medical undergraduate students, implementing prossection workshops outside the regular school year. Students are also actively involved in their learning and curricular integration (with options of laboratorial stages, participation in investigation microprojects and tutorial credited experience). In Clinical Anatomy, were used problem-based learning (PBL) and case-based learning (CBL), allowing horizontal and vertical integration. It was also implemented Imaging Workshops for interactive participation of students in anatomic diagnosis. The option for student-centred teaching was made. The modified Thiel embalmed method is practiced and our laboratory of plastination to create study models for our students, as well as the Institute 3D printer. It is exploited the excellence of facilities and resources for Anatomy of Cadaveric Dissection, with enough corps donation. We had a ratio of 1 teacher and 2 monitors credited by every 14 students.

Results: Corps donation input/output rate (2017) of 1. With the teaching strategy used, in the Clinical Anatomy disciplinary area, in the last academic year (2017/2018) at the Faculty of Medicine of the University of Lisbon, we obtained an approval rate that varied between 92.5% in Continental Portugal (with 320 students) and 100% in Madeira Island (with 37 students). Still in this school year we had 10 microprojects of investigation done by students, credited monitors, some of them using digital anatomy to accurate the clinical diagnosis and reproduce models, for testing surgical intervention techniques.

Discussion and conclusions: We agree with the opinion of Papa and Vaccarezza [1] and we defined our teaching strategy according to our reality and the conditions that we have. So we conclude that: 1) Anatomic dissection and prossection continues to be the best and most real 3D experience yet to be achieved by the most advanced digital anatomy programs available. 2) The digital anatomy is a complementary or suplective method for the absence of the resource of anatomical dissection or prossection, allowing maximization of teaching activity and learning performance. 3) The Institute of Anatomy of The Faculty of Medicine of Lisbon is open to the realization of partnerships of teaching of Digital Anatomy, based on this line of conception.

Acknowledgements

The authors thank the Organization of Congress. Presented at the 3rd World Congress of the UNESCO Chair for Teaching and Research in Digital Anatomy Paris Descartes at Egas Moniz University Institute - Almada, Portugal.