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Anatomy: spotlight on Africa.
Beverley Kramer1, Nalini Pather, Amadi O Ihunwo
1School of Anatomical Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa. beverley.kramer@wits.ac.za
Anatomical Sciences Education
|January 30, 2009
Summary
African anatomy departments utilize modern teaching methods like problem-based learning and dissection, aligning with global standards. While attracting faculty is manageable, retention poses a challenge due to international demand for anatomy educators.
Area of Science:
- Medical Education
- Anatomy Curriculum Development
Background:
- Anatomy education is fundamental to medical training worldwide.
- Understanding the current state of anatomy departments in Africa is crucial for curriculum enhancement.
Purpose of the Study:
- To survey anatomy departments across Africa regarding their curriculum and delivery methods.
- To compare African anatomy programs with international standards.
Main Methods:
- Survey of anatomy departments in African medical schools.
- Data collection on curriculum structure, teaching methodologies, resources, and faculty demographics.
Main Results:
- Despite a low response rate, surveyed African anatomy departments show global alignment.
- Problem-based learning and human dissection are common teaching methods.
- Departments appear well-resourced with favorable staff-to-student ratios and faculty attraction.
Conclusions:
- African anatomy departments are comparable to global institutions in curriculum and resources.
- Attracting qualified anatomy faculty is feasible, but retention is a challenge.
- Further research is needed to address faculty retention in anatomy education in Africa.
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