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The place of anatomy in medical education: Guide Supplement 41.1 – Viewpoint

It is generally acknowledged that anatomy is one of the basic medical sciences which form the essential foundations for the training of doctors in the discipline of medicine. In traditional medical courses over many years, dissection has been regarded as an essential and unique feature in the study of topographical anatomy, but more recent developments in medical curricula and calls for change have challenged this approach, so that many medical students now graduate without ever dissecting the human cadaver and yet appear to be competent and adequately prepared for postgraduate training. The abandonment of dissection is symptomatic of the ongoing debate and argument about how best to teach anatomy, since presently, there is a lack of consensus and scientific evidence in this area. Interest in anatomy and dissection has varied over the passage of centuries with peaks of interest followed by decline. Are we now witnessing another decline in the scientific merit of anatomy as a subject due to its failure to evolve and adapt quickly enough? The AMEE Guide no. 41 addresses in detail the debate and ongoing arguments about how best to teach anatomy. It presents a careful review of the place of anatomy in medical education, including its history as a discipline, and how it is learned, delivered and assessed in both traditional didactic and modern integrative medical curricula (Louw et al. 2009). The Guide also discusses the current challenges and future measures that need to be addressed to ensure the continued development of anatomy as a relevant subject in any medical curriculum.