Hegazy A.M.S, Minhas L. Reflection of the Type of Medical Curriculum on Its Anatomy Content: Trial to Improve the Anatomy Learning Outcomes. International Journal of Clinical and Developmental Anatomy. 2015;1(3):52-63


Doctors without anatomy are like a blind that deceives the road in the desert. Traditionalists perceive a decline in Anatomy knowledge and attribute it to the modern methods of teaching and learning. Reformers point to evidence that modern approaches offer equivalent results in assessment when compared to traditional courses. It seems that there are three aspects that need to be resolved: when, how much, and how to teach anatomy. In this study we reviewed more than 80 articles to conclude some guidelines which can help in improving anatomy learning outcomes in different medical curricula. Conclusions: We concluded that the challenge should not be to determine supremacy of one methodology over another but to maximize the learning benefit available from the different methods. In any model of medical curricula, a professional team of medical anatomists have to share in all the steps of curriculum building, the assessment tools and the final evaluation till the approval of the curriculum to: 1- Ensure that all the basic anatomical objectives are chronologically arranged and sufficiently covered in a suitable time and methodology without inflation of the curriculum by more sophisticated details which taught only for the postgraduate students and medical anatomists. 2- Prevent any restriction of important basic knowledge which will not be covered later on and will affect the physician medical practice. 3- Ensure that all the basic anatomical objectives are demonstrated with their clinical application without the sophisticated details of the clinical points which will be taught in details in the clinical years.