1,531
Views
10
CrossRef citations to date
0
Altmetric
Web paper

Students’ evaluation on a two-stage anatomy curriculum

, MD, MPH, , &
Pages e59-e63 | Published online: 03 Jul 2009

References

  • Carlson BM. The changing face of anatomy in the United States. Acta Anatomica Nipponica 1999; 74: 497–502
  • Charlton R, Smith G. Undergraduate medical students’ views on the value of dissecting. Medical Education 2000; 34: 961
  • Collins TJ, Given RL, Hulsebosch CE, Miller BT. Status of gross anatomy in the US and Canada: Dilemma for the 21st century. Clinical Anatomy 1994; 7: 275–296
  • Dangerfield P, Bradley P, Gibbs T. Learning gross anatomy in a clinical skills course. Clinical Anatomy 2000; 13: 444–447
  • Dinsmore CE, Daugherty S, Zeitz HJ. Teaching and learning gross anatomy: dissection, prosection, or ‘both of the above’. Clinical Anatomy 1999; 12: 110–114
  • Dinsmore CE, Daugherty S, Zeitz HJ. Student responses to the gross anatomy laboratory in a medical curriculum. Clinical Anatomy 2001; 14: 231–236
  • Ellis H. Teaching in the dissecting room. Clinical Anatomy 2001; 14: 149–151
  • Gregory SR, Cole TR. The changing role of dissection in medical education. Journal of American Medical Association 2002; 287: 1180–1181
  • Leong SK. Back to basics. Clinical Anatomy 1999; 12: 422–426
  • Marks SC, Bertman SL, Penney JC. Human anatomy: a foundation for education about death and dying in medicine. Clinical Anatomy 1997; 10: 118–122
  • McLachlan JC, Bligh J, Bradley P, Searle J. Teaching anatomy without cadavers. Medical Education 2004; 38: 418–424
  • Nnodim JO. Learning human anatomy: by dissection or from prosections?. Medical Education 1990; 24: 389–395
  • Nnodim JO, Ohanaka EC, Osuji CU. A follow-up comparative study of two modes of learning human anatomy: by dissection and from prosections. Clinical Anatomy 1996; 9: 258–262
  • Paalman MH. Why teach anatomy? Anatomists respond (editorial). The Anatomical Record (New Anat.) 2000; 261: 1–2
  • Pabst R, Rothkotter HJ. Retrospective evaluation of undergraduate medical education by doctors at the end of their residency time in hospitals: consequences for the anatomical curriculum. Anatomical Record 1997; 249: 431–444
  • Parker LM. Anatomical dissection: why are we cutting it out? dissection in undergraduate teaching. ANZ Journal of Surgery 2002; 72: 910–912
  • Prince KJAH, van Mameren H, Hylkema N, Drukker J, Scherpbier A.J.J.A., van der Vleuten C.P.M. Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy. Medical Education 2003; 37: 15–21
  • Rizzolo LJ. Human dissection: an approach to interweaving the traditional and humanistic goals of medical education. The Anatomical Record (New Anat.) 2002; 269: 242–248
  • Scott TM. How we teach anatomy efficiently and effectively. Medical Teacher 1993; 15: 67–75
  • Stalburg CM, Stein TA. An interdisciplinary course in women's health integrating basic and clinical sciences: clinical anatomy and women's health. American Journal of Obstetrics and Gynecology 2002; 187: S49–S52
  • Wang WD, Lue BH. National Taiwan University College of Medicine, the design of medical humanities courses for clerkships. Academic Medicine 2003; 78: 1073–1074

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.