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Medical student participation in surface anatomy classes
R Aggarwal1, H Brough, H Ellis
1Division of Anatomy Cell and Human Biology, Guy's, King's and St Thomas's School of Biomedical Sciences, Hodgkin Building, Guy's Campus, London, United Kingdom. rajesh.aggarwal@imperial.ac.uk
Clinical Anatomy (New York, N.Y.)
|November 23, 2005
Summary
Medical students value surface anatomy education but face challenges with participation. Peer models are essential, with digital tools serving as complements, not replacements.
Area of Science:
- Medical Education
- Anatomy
- Human Anatomy
Background:
- Surface anatomy is crucial for medical students' practical skills development.
- A notable decline in anatomy teaching within medical curricula has been observed.
- Student attitudes towards participation in surface anatomy classes require assessment.
Purpose of the Study:
- To evaluate first-year medical students' attitudes towards participating in surface anatomy classes.
- To identify factors influencing student willingness to serve as models in anatomy sessions.
Main Methods:
- Anonymous questionnaires administered to 290 first-year medical students at Guy's, King's and St Thomas's Medical School.
- Analysis of response rates, student demographics, and reasons for volunteering or reluctance to be subjects.
Main Results:
- An 81.6% response rate was achieved. Students recognized the importance of surface anatomy for clinical practice.
- 38.2% of student volunteers expressed discomfort (embarrassment, note-taking issues).
- Female minority students were particularly hesitant; single-sex classes showed marginal improvement in volunteer rates.
Conclusions:
- Medical students understand the value of surface anatomy for clinical skills and cadaveric study.
- Peer models are indispensable, with digital resources and artists' models as alternatives.
- Addressing student discomfort is key to improving participation in surface anatomy education.