Education in Anatomical Sciences


Paul Ganguly, MBBS, MD, FACA – Professor, College of Medicine, Alfaisal University, Riyadh, Kingdom of Saudi Arabia

Series: Human Anatomy and Physiology, Education in a Competitive and Globalizing World
BISAC: SCI008000

The discipline of anatomy has had a pivotal influence on the history of medicine as it serves almost as the language of medicine. This concept has not been changed till today, but the modalities that we use to understand the subject have been significantly changed. This book is unique in that the essential contents are put together allowing one to browse through anatomical knowledge on a daily basis. It should also satisfy anyone who believes that medical faculty must follow a system which is educationally sound. Developing an excellent anatomy curriculum, assessment system, and anatomy resource center are key to success that will allow us to address the question of “how do we teach anatomy?” If we have to continue teaching an important subject such as anatomy to medical students, we must be innovative in terms of our approach of teaching in the presence of decreased contact hours to fulfill the curricular need of more integration.

This book will target medical educationists and students who may find it easier to develop concepts in gross anatomy, embryology, histology and neuroanatomy. Since planning learning experiences, their implementation and student assessment, are closely related activities, care is taken to develop a process for clinically-oriented multiple choice questions in anatomy that satisfy the theme and objectives of anatomy. The issues related to laboratory activities have also been addressed so as to emphasize objective-structured practical examination that is integrated and clinically relevant during the early period of the medical curriculum. The students’ perception has been brought to our attention and given a great focus. This book for the first time addresses education in anatomy and provides a great resource for medical schools engaged in problem-based learning or integrated systems curriculums. (Imprint: Nova Biomedical )

Table of Contents

Table of Contents


Chapter 1. Anatomical Education in the Past: Lessons from History
(Paul Ganguly, College of Medicine, Alfaisal University, Kingdom of Saudi Arabia)

Chapter 2. Why Do We Need Changes? Anatomy in the 21<sup>st</sup> Century
(Jennifer M. McBride and Richard L. Drake, Cleveland Clinic Lerner College of Medicine, Cleveland, OH, USA)

Chapter 3. Key Issues in Developing Anatomy Curriculum
(Akef Obeidat, College of Medicine, Alfaisal University, Kingdom of Saudi Arabia)

Chapter 4. How do we Teach Anatomy? Use of Team-based Learning Strategy
(Cheryl Melovitz-Vasan, David O. DeFouw and Nagaswami S. Vasan, Department of Cell Biology and Molecular Medicine, New Jersey Medical School, Newark, NJ, USA)

Chapter 5. New Horizons in Medical Education Technology
(Volodymyr Mavrych and Olena Bolgova, Department of Anatomy, St. Matthew’s University, School of Medicine, Grand Cayman)

Chapter 6. Anatomical Education-Gross Anatomy (Part 1)
(Stuart W. McDonald, University of Glasgow, Glasgow, Scotland, United Kingdom)

Chapter 7. Anatomical Education-Gross Anatomy (Part 2)
(K. Rajendran, Yong Loo Lin School of Medicine, National University Health System, Singapore)

Chapter 8. Cell Biology/Histology can be the Facilitator for Integrating Biomedical Sciences in the Medical Curriculum
(Bernhard H.J. Juurlink, College of Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada, and others)

Chapter 9. Anatomical Education – Embryology: Integrating Clinically Oriented Embryology into an Organ Systems-based Curriculum
(Michael J. Rindler, Department of Cell Biology, New York University School of Medicine, NY, USA)

Chapter 10. Education in Anatomical Sciences – Neuroanatomy: An Evolving Curriculum Caters Towards Patient Care
(Ahmed Yaqinuddin, College of Medicine, Alfaisal University, Riyadh, Kingdom of Saudi Arabia)

Chapter 11. Issues Concerning Anatomy in PBL
(Manoj Chakravarty, College of Medicine, Department of Biomedical Sciences, King Faisal University, Al-Ahsa, Kingdom of Saudi Arabia)

Chapter 12. Innovation in Anatomy Teaching
(Claudia M. Diaz, RMIT University, Bundoora, Melbourne, VIC, Australia)

Chapter 13. An Anatomy Learning Resource Center: What Should it Look Like and What Should it Ideally Achieve?
(Paul G. McMenamin, School of Biomedical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia)

Chapter 14. What is the Best Assessment System in Anatomy?
(Sabri Kemahli, Aftab Ahmed Shaikh, Tasneem Fatima, Muhammad Atif Mazhar, Sadia Qazi and Paul Ganguly, College of Medicine, Alfaisal University, Riyadh, Kingdom of Saudi Arabia)

Chapter 15. Writing Good MCQs
(Raja G. Subhiyah and M. Brownell Anderson, National Board of Medical Examiners, Philadelphia, PA, USA)

Chapter 16. Practical Examinations – OSPE, OSCE and Spot
(Muhammad Zafar, Ahmed Yaqinuddin, Muhammad Faisal Ikram and Paul Ganguly, College of Medicine, Alfaisal University, Riyadh, Kingdom of Saudi Arabia)

Chapter 17. Education in Anatomy: Students’ Perception
(Abdulhadi A. AlAmodi, Ahmed M. Abu-Zaid, Akram M. Nurhussen, Ahmed A. Shamia, Tehreem A. Khan, Riya Ganguly, Matthew S. Lytwyn and Paul Ganguly, College of Medicine, Alfaisal University, Riyadh, Kingdom of Saudi Arabia, and others)


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