Raikos Athanasios, Smith Janie Dade
Department of Anatomical Sciences, Faculty of Health Sciences & Medicine, Bond University, Gold Coast, Queensland, Australia.
Clin Anat. 2015 Sep;28(6):717-24. doi: 10.1002/ca.22560. Epub 2015 May 14.
Sound knowledge of anatomy and Anatomical variations plays an integral role in surgical and radiology specialties. This study investigated the current teaching and assessment trends on Anatomical variations in various surgical and radiology specialty training curricula in Canada and Australia. A survey was sent to 122 Program Directors and Chairs of specialty committees in Canada and Directors of Training/Education in Australia of selected surgical and radiology specialties. A total of 80.7% of respondents report that their training curricula include Anatomical variations. The highest rated classes of variations included in the curriculum are arterial (76%), venous (68%), followed by organs (64%). All trainees learn about Anatomical variations from surgeons and radiologists (100%) and via suggested textbooks of the specialty (87.1%). A total of 54.8% report that specialty training curricula do not suggest specific anatomical variation classifications for the trainees to learn, and 16.1% are uncertain if the colleges provide such kind of instruction. Trainees typically communicated findings of variations in case presentations and clinic's meetings. About 32.3% of respondents report that Anatomical variations are not assessed in their training curriculum. About 39.3% of experienced clinicians in the study report they encounter variations on a monthly basis and 25 and 21.4% on a weekly and daily basis, respectively. Surgical and radiology colleges need to investigate for hidden curriculum in their specialty training programs to ensure there are no gaps in knowledge and training related to Anatomical variations. Most educational leaders surveyed believe more teaching on Anatomical variations in the first 4 years of training would benefit resident doctors.
扎实掌握解剖学知识以及解剖变异在外科和放射学专业中起着不可或缺的作用。本研究调查了加拿大和澳大利亚各种外科和放射学专业培训课程中关于解剖变异的当前教学和评估趋势。向加拿大122名专业委员会的项目主任和主席以及澳大利亚选定外科和放射学专业的培训/教育主任发送了一份调查问卷。共有80.7%的受访者报告称他们的培训课程包括解剖变异。课程中评级最高的变异类别包括动脉（76%）、静脉（68%），其次是器官（64%）。所有学员都从外科医生和放射科医生那里（100%）以及通过专业推荐教材（87.1%）了解解剖变异。共有54.8%的人报告称专业培训课程没有为学员建议具体的解剖变异分类以供学习，16.1%的人不确定学院是否提供此类指导。学员通常在病例汇报和临床会议中交流变异的发现。约32.3%的受访者报告称他们的培训课程中不评估解剖变异。在该研究中，约39.3%的经验丰富的临床医生报告称他们每月会遇到变异情况，每周和每天遇到变异情况的比例分别为25%和21.4%。外科和放射学专业学院需要调查其专业培训项目中的隐性课程，以确保在与解剖变异相关的知识和培训方面没有差距。大多数接受调查的教育领导者认为，在培训的前四年增加解剖变异方面的教学将使住院医生受益。
