Anatomy teaching for medical undergraduates

General practice as a guideline? The brain

Jean H D Fasel, Charles Bader, Philippe Gailloud

Research output: Contribution to journalArticle

Abstract

Basic science teaching, particularly the teaching of gross anatomy, is at present a highly controversial topic. How much and what kind of anatomy should be taught to medical undergraduates nowadays? In conducting the present study we based our proposals on the criterion of general medical relevance. Therefore, we sent an anatomical questionnaire to a sample of Swiss general practitioners. Here, we present the results derived from questions on the human brain, discussing them in connection with the other organs so far investigated. The results obtained suggest that a common body of anatomical knowledge appropriate for the field of general medical practice does in fact exist. We believe that this basic stock can serve as a guideline for decision makers involved in the development of curricula, which can be fitted into the time frame available for anatomy teaching today while still guaranteeing a sound level of competence required for general practice of medicine. We also hope that this approach may serve as a model for the teaching of other basic sciences.

Original languageEnglish (US)
Pages (from-to)115-119
Number of pages5
JournalClinical Anatomy
Volume12
Issue number2
StatePublished - 1999
Externally publishedYes

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General Practice
Anatomy
Teaching
Guidelines
Brain
Hope
Curriculum
Mental Competency
General Practitioners
Medicine

Keywords

  • Anatomy
  • Brain; human
  • Education
  • Family practice
  • Medical
  • Undergraduate

ASJC Scopus subject areas

  • Anatomy

Cite this

Anatomy teaching for medical undergraduates : General practice as a guideline? The brain. / Fasel, Jean H D; Bader, Charles; Gailloud, Philippe.

In: Clinical Anatomy, Vol. 12, No. 2, 1999, p. 115-119.

Research output: Contribution to journalArticle

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