Studdy of Curriculum Changes and Sequance of Anatomy Courses on Medical Students Score of Esfahan Medical Sciences University The midterm scores of two groups of medical students both engaged in learning the trunk anatomy and embryology were statistically compared simultaneously. Difference between two groups were as follows: One group had passed limbs anatomy units in previous term, and another group had not passed any anatomy course. The mid scores of the group one in trunk anatomy were 40/03±6/34 (of 65) and in embryology were 28/16±7/22 (of 50) and these scores in group two were 36/64±7/23 and 27/8±7/66 respectively. P value of compared scores were p

Progress in medicine is inevitably dependent on Anatomy as it plays a pivotal role in this regard. Therefore, the aim of this study was to examine the effects of factors promoting the instruction of anatomy course in Ahvaz Jundishapur University of medical sciences. A researcher-made questionnaire contains 17 items including the biological sciences, items impacting on learning anatomy lessons and teaching method. Afterwards, among doctrine medicine students at 1390-91 year of study only 202 students as statistical population answered the distributed questionnaire and then formally took part in this study. The validity of the questionnaire was confirmed by reviewing the papers and considering the comments of anatomy professors; and its reliability was also verified by calculating Cronbach's alpha (0.807). Then, data were analyzed by SPSS (Version 20) and Mann-Whithney test. Lecturer personality, quality and quantity of cadavers and maquettes, summarizing the lesson at the end, expressing clinical notes, drawing the schematic figures had significant effects on learning anatomy course among these students (P

It is over a decade since the last revision in the curriculum of master of anatomy. The recent scientific and technologic progresses as well as the present weaknesses in the curriculum of anatomy push us to a new revision in this curriculum. This study was designed to determine the educational needs and practical skills of Master's degree (MS) graduates of anatomy regarding their professional needs. In this descriptive study, the viewpoints of expert faculty members in the country, about educational needs of MS of anatomy was asked by a questionnaire. In total, 53 questionnaires were returned. Moreover, the managers of the institutions who could employ MS anatomy graduates were interviewed. Finally the data was analyzed, and while the graduate's professional tasks were ranked, their educational needs were determined also. Comparing the present curriculum with graduate's educational needs and also with educational programs in other countries revealed some headings to be added to the current curriculum including: "research methodology and biostatistics", "advanced microanatomical methods" (as an independent subject), "teaching methodology", "laboratory rotations", "cell biology", "how to fix and dissect a cadaver", "English for special purposes", "computer", "model making", "comparative anatomy", "clinical anatomy", and "practical pathology". In order to improve the curriculum leading to MS in anatomy, in addition to adding some new subjects and headings, more emphases on practical skills and increasing the credits of thesis is needed.

Theoretical courses on anatomical sciences are taught through integrative or regional approaches. It seems that integration helps teachers to convey the materials better to medical students, especially during their clinical stage. Therefore, we decided to study the viewpoints of faculty members of anatomy department in medical universities of Iran toward the horizontal integration of anatomical sciences. This descriptive cross-sectional study was performed on faculty members of anatomy whose universities had performed Horizontal Integration for anatomical sciences courses, in year 2011. Using simple random sampling, a number of anatomy faculty members who had participated in National Congress of Anatomy were selected. Study instrument was a researcher-made questionnaire, including questions on faculty members’ familiarity with Horizontal Integration for anatomy courses, availability of facilities for this integration, and their level of satisfaction with integration program and their opinion regarding the temporal priority of lessons. The collected data was analyzed using descriptive statistics. According to 16 (33.3%) of participants, integration had a little efficacy in better understanding of adjacent anatomical elements. Twenty four (50%) of the participants stated their familiarity with the process of integration as high and very high. Twenty four (50%) teachers were highly and very highly agree to teach lessons systematically. Eighteen (37.5%) teachers highly agreed with integration of embryology and anatomy. Respondents classified the temporal priority of courses as anatomy, histology, embryology, and physiology, respectively. According to the fact that a half of teachers agreed to the horizontal integration of basic science courses in high and very high levels, and considering the results of this study, it is suggested to develop the curriculum and lesson plans based on this prioritization schedule including anatomy, histology, embryology, and physiology respectively

The necessity of modifying the content of basic sciences curriculum has been emphasized in recent decades. The Department of Anatomy in Isfahan University of Medical Sciences (Isfahan, Iran) has been responsible for a part of this modification. Therefore, this study was planned and implemented to integrate physical examination methods and surface and radiological anatomy in the applied anatomy course. This interventional study was performed in Isfahan University of Medical Sciences and its affiliated centers in 2011. Students of medicine were allocated to groups one to four to receive theoretical plus applied training, applied training alone, theoretical training alone, and traditional theoretical and applied training, respectively. At the end of the course, the students’ clinical knowledge was evaluated and compared. The groups were not significantly different in terms of sex distribution. The mean score of knowledge about physical examination was significantly higher in the first two groups. The highest score in surface anatomy belonged to the first group (P < 0.05). There were no significant differences in radiological anatomy scores between the four groups. Its seems that integrating clinical material in the anatomy course could improve the students’ knowledge especially about physical examination and surface anatomy. Although this research was among the first studies in this field, it had favorable efficacy. More complete and enhanced versions of this program will definitely promote better learning of anatomy among students of medicine.

Understanding some part of the human body such as serous membrane, peritoneal cavity, lesser sac and proper mesentery is difficult for medical students. The objective of this study was to determine the effect of animal dissection on improving medical student knowledge and view related viscera and serous membrane anatomy. In YUMS in 2011, sixty eight medical students were randomized to the animal dissection and usual teaching (group I) vs usual teaching alone (Group II) in thoracic anatomy. In abdominal part the position changed for both groups and in pelvis anatomy all student access to the both usual teaching and animal dissection. Post intervention knowledge and attitude questionnaires were completed. Independent t-test was used to analysis the data. The group I had significant increase and decreased knowledge in thoracic and abdominal anatomy, respectively (15.8±3.1 and 15.1±1.4) in compare with the group II (14.1±1.1 and 16.1±1.4) (P<0.01). The result of exam in pelvic anatomy for group I (17.7±1.2) comparing to the group II (17.4± 1.8) was not significant (P=0.43). The result of the questionnaire demonstrated, 82% of the students believed that these methods could cover enough of serous anatomy knowledge and 96% stated that they understood the anatomy of the serous membrane and viscera. Also, 90% perceived that this method can create better situation for communication and help to the other medical students. It seems that the dissection of animal is very important in the education of anatomy practical course and could improve medical student knowledge and attitudes.

In this series a pictorial quiz pertaining to identification of normal anatomical structures and landmarks at a given level on the computed tomography (CT) is presented. An image depicting normal anatomy is followed by a series of images showing different pathologies. Readers are expected to identify and appreciate variation and changes in the normal anatomy in presence of a given pathology. The series is intended to enhance understanding of sectional anatomy thus aiding interpretation of the CT component of the single photon emission computed tomography (SPECT) and positron emission tomography (PET) studies.

Modulation of theory and practice in training is emphasized in the reforms of the medical training course. The courses of anatomy and physiology, as basic courses, are important. The aim of this study was to determine the effect of simultaneous teaching of anatomy and physiology of the human body on occupational health students’ learning. This study was performed as an empirical study among the occupational health students of the health faculty of Mashhad in 2013-14. The sample members were divided into two Control (18 persons) and Experiment (25 persons) groups. The lesson plan was compiled, using comments of experts. Simultaneous teaching of the anatomy and physiology courses and separate teaching were conducted by one teacher for group experiment and group control respectively. Data from the evaluations were evaluated at the end of the course, using SPSS 11 software and T-student test. There was a significant difference between the final score of physiology in control (18.36±0.95) and experiment (19.40±0.64) group (p=0.05). But, no significant difference was observed between the final scores of anatomy of the two groups. The observed difference between some topics of the courses of physiology and anatomy was significant. Simultaneous teaching of the courses of anatomy and physiology of the human body results in the development of the occupational health students’ learning in the course of physiology, particularly in the topics of nerve and muscle, lung and optic and auditory in physiology, and upper and lower extremities and the heart in anatomy.

Anatomy is one of the most important and basic medical science courses in the basic sciences. The aim of this study was to evaluate the importance of anatomy in clinical practice from the viewpoint of intern and extern medical students in Mashhad University of Medical Sciences. A descriptive study was performed in the year 2017-2018 in which 238 medical student’s (clerkship and internship) were selected by census sampling method in Mashhad University of Medical Sciences. The instrument was a three-part questionnaire which was used after confirmation of validity and reliability. Data were analyzed using SPSS 16 software and T-test (ANOVA, Chi-Square). The mean and standard deviation of students' viewpoint on the aim of anatomy study to improve the specialized skills required (1.80±1.37), clinical importance of anatomy course (1.47±1.42), and importance of anatomy course in medical field(1.42±1.29), that not significant (p>0.05). The mean and standard deviation of male and female students' viewpoint on the method of teaching of anatomy course from the viewpoint of male and female students  was respectively, review the theoretical subjects in practical classes (1.43 ± 0.72) and (1.66 ± 0.58), Sincere approach and decorated appearance of the professor(1/56±0.72) and (1/161±0.60), Simultaneous teaching of clinical and applied materials along with theoretical subjects(1/05±0.57) and (1/26±0.57), using the body mass and mass (1±0.52) and (1/21±0.53), which showed a significant difference (p <0.05). The planning for better training in anatomy courses and application of anatomical information to medical students in interships and its stagers is necessary to improve students specialized skills.

Anatomy is very important as a cornerstone in medical education. The opinions of medical students as the main source of information for the quality and effectiveness of anatomy teaching methods can be used to improve this course. This study was conducted to investigate the opinions of medical students about anatomy teaching methods at Ahvaz Jundishapur University of Medical Sciences.Materials &  This cross-sectional study was performed on 180 medical students. The opinions of medical students were investigated using a researcher-made questionnaire containing 16 questions about anatomy teaching methods. The validity and reliability of this questionnaire was confirmed in a preliminary study. Data were analyzed using descriptive statistics and t-test. Out of 180 medical students, 113 (62.8%) were girls and 67 (37.2%) were boys. The average age of the students was 25.95 ± 1.7 years. The students stated that the level of their learning from the current teaching methods of anatomy is average (3.35 out of 5). Among the teaching methods, presentation of clinical tips (4.35), use of moulage (4.33) and the combined method of basic and clinical education (4.11) had the greatest effect on the satisfaction, while online teaching (2.82) and the use of PowerPoint (2.53) had the least effect. There were no significant differences between students by gender and academic performance in relation to teaching methods (p>0.05). Considering the relative satisfaction of medical students toward the current teaching methods of anatomy, it is suggested that medical teachers use modern teaching methods and combined basic and clinical methods at the same time as practical training to increase the quality of anatomy teaching by revising their teaching methods.