Are medical students being taught anatomy in a way that best prepares them to be a physician?

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Standard

Are medical students being taught anatomy in a way that best prepares them to be a physician? / Meral Savran, Mona; Tranum-Jensen, Jørgen; Frost Clementsen, Paul; Hastrup Svendsen, Jesper; Holst Pedersen, Jesper; Seier Poulsen, Steen; Arendrup, Henrik; Konge, Lars.

I: Clinical Anatomy, Bind 5, 28.07.2015, s. 568-75.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Meral Savran, M, Tranum-Jensen, J, Frost Clementsen, P, Hastrup Svendsen, J, Holst Pedersen, J, Seier Poulsen, S, Arendrup, H & Konge, L 2015, 'Are medical students being taught anatomy in a way that best prepares them to be a physician?', Clinical Anatomy, bind 5, s. 568-75. https://doi.org/10.1002/ca.22557

APA

Meral Savran, M., Tranum-Jensen, J., Frost Clementsen, P., Hastrup Svendsen, J., Holst Pedersen, J., Seier Poulsen, S., Arendrup, H., & Konge, L. (2015). Are medical students being taught anatomy in a way that best prepares them to be a physician? Clinical Anatomy, 5, 568-75. https://doi.org/10.1002/ca.22557

Vancouver

Meral Savran M, Tranum-Jensen J, Frost Clementsen P, Hastrup Svendsen J, Holst Pedersen J, Seier Poulsen S o.a. Are medical students being taught anatomy in a way that best prepares them to be a physician? Clinical Anatomy. 2015 jul. 28;5:568-75. https://doi.org/10.1002/ca.22557

Author

Meral Savran, Mona ; Tranum-Jensen, Jørgen ; Frost Clementsen, Paul ; Hastrup Svendsen, Jesper ; Holst Pedersen, Jesper ; Seier Poulsen, Steen ; Arendrup, Henrik ; Konge, Lars. / Are medical students being taught anatomy in a way that best prepares them to be a physician?. I: Clinical Anatomy. 2015 ; Bind 5. s. 568-75.

Bibtex

@article{3c9be17c4d3440aebc97ed33674a084d,
title = "Are medical students being taught anatomy in a way that best prepares them to be a physician?",
abstract = "INTRODUCTION: Reasoning in a clinical context is an attribute of medical expertise. Clinical reasoning in medical school can be encouraged by teaching basic science with a clinical emphasis. The aim of this study was to investigate whether anatomy is being taught in a way that facilitates the development of clinical reasoning.MATERIALS AND METHODS: Two multiple-choice tests on thoracic anatomy were developed using a modified Delphi approach with groups of four clinical consultants and four teachers, respectively, expressing their opinions about knowledge relevant to thoracic anatomy. Validity was assessed by administering the tests to clinical consultants, anatomy teachers, and pre-course medical students. Post-course medical students took both tests to explore the focus of the course, i.e., whether it facilitated clinical reasoning.RESULTS: The pre-course students scored significantly lower than the teachers and post-course students on both tests and lower than the consultants on the consultants' test (P < 0.001 for all comparisons). The teachers significantly outperformed the consultants (P = 0.03 on the consultants' test, P < 0.001 on the teachers' test) and the medical students (P < 0.001 on both tests). The post-course students scored significantly lower on the consultants' test (P = 0.001) and significantly higher on the teachers' test (P = 0.02) than the consultants.CONCLUSIONS: This study demonstrates poor performances by medical students on a test containing clinically relevant anatomy, implying that the teaching they have received has not encouraged clinical reasoning. Clin. Anat., 2015. {\textcopyright} 2015 Wiley Periodicals, Inc.",
author = "{Meral Savran}, Mona and J{\o}rgen Tranum-Jensen and {Frost Clementsen}, Paul and {Hastrup Svendsen}, Jesper and {Holst Pedersen}, Jesper and {Seier Poulsen}, Steen and Henrik Arendrup and Lars Konge",
note = "{\textcopyright} 2015 Wiley Periodicals, Inc.",
year = "2015",
month = jul,
day = "28",
doi = "10.1002/ca.22557",
language = "English",
volume = "5",
pages = "568--75",
journal = "Clinical Anatomy",
issn = "0897-3806",
publisher = "Wiley",

}

RIS

TY - JOUR

T1 - Are medical students being taught anatomy in a way that best prepares them to be a physician?

AU - Meral Savran, Mona

AU - Tranum-Jensen, Jørgen

AU - Frost Clementsen, Paul

AU - Hastrup Svendsen, Jesper

AU - Holst Pedersen, Jesper

AU - Seier Poulsen, Steen

AU - Arendrup, Henrik

AU - Konge, Lars

N1 - © 2015 Wiley Periodicals, Inc.

PY - 2015/7/28

Y1 - 2015/7/28

N2 - INTRODUCTION: Reasoning in a clinical context is an attribute of medical expertise. Clinical reasoning in medical school can be encouraged by teaching basic science with a clinical emphasis. The aim of this study was to investigate whether anatomy is being taught in a way that facilitates the development of clinical reasoning.MATERIALS AND METHODS: Two multiple-choice tests on thoracic anatomy were developed using a modified Delphi approach with groups of four clinical consultants and four teachers, respectively, expressing their opinions about knowledge relevant to thoracic anatomy. Validity was assessed by administering the tests to clinical consultants, anatomy teachers, and pre-course medical students. Post-course medical students took both tests to explore the focus of the course, i.e., whether it facilitated clinical reasoning.RESULTS: The pre-course students scored significantly lower than the teachers and post-course students on both tests and lower than the consultants on the consultants' test (P < 0.001 for all comparisons). The teachers significantly outperformed the consultants (P = 0.03 on the consultants' test, P < 0.001 on the teachers' test) and the medical students (P < 0.001 on both tests). The post-course students scored significantly lower on the consultants' test (P = 0.001) and significantly higher on the teachers' test (P = 0.02) than the consultants.CONCLUSIONS: This study demonstrates poor performances by medical students on a test containing clinically relevant anatomy, implying that the teaching they have received has not encouraged clinical reasoning. Clin. Anat., 2015. © 2015 Wiley Periodicals, Inc.

AB - INTRODUCTION: Reasoning in a clinical context is an attribute of medical expertise. Clinical reasoning in medical school can be encouraged by teaching basic science with a clinical emphasis. The aim of this study was to investigate whether anatomy is being taught in a way that facilitates the development of clinical reasoning.MATERIALS AND METHODS: Two multiple-choice tests on thoracic anatomy were developed using a modified Delphi approach with groups of four clinical consultants and four teachers, respectively, expressing their opinions about knowledge relevant to thoracic anatomy. Validity was assessed by administering the tests to clinical consultants, anatomy teachers, and pre-course medical students. Post-course medical students took both tests to explore the focus of the course, i.e., whether it facilitated clinical reasoning.RESULTS: The pre-course students scored significantly lower than the teachers and post-course students on both tests and lower than the consultants on the consultants' test (P < 0.001 for all comparisons). The teachers significantly outperformed the consultants (P = 0.03 on the consultants' test, P < 0.001 on the teachers' test) and the medical students (P < 0.001 on both tests). The post-course students scored significantly lower on the consultants' test (P = 0.001) and significantly higher on the teachers' test (P = 0.02) than the consultants.CONCLUSIONS: This study demonstrates poor performances by medical students on a test containing clinically relevant anatomy, implying that the teaching they have received has not encouraged clinical reasoning. Clin. Anat., 2015. © 2015 Wiley Periodicals, Inc.

U2 - 10.1002/ca.22557

DO - 10.1002/ca.22557

M3 - Journal article

C2 - 25973699

VL - 5

SP - 568

EP - 575

JO - Clinical Anatomy

JF - Clinical Anatomy

SN - 0897-3806

ER -

ID: 138762660