Education Program in Anatomy, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.
Department of Pathology and Molecular Medicine, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.
Anat Sci Educ. 2020 May;13(3):381-389. doi: 10.1002/ase.1960. Epub 2020 Apr 16.
The anatomical sciences have always been regarded as an essential component of medical education. In Canada, the methodology and time dedicated to anatomy teaching are currently unknown. Two surveys were administered to course directors and discipline leaders to gain a comprehensive view of anatomical education in Canadian medical schools. Participants were queried about contact hours (classroom and laboratory), content delivery and assessment methods for gross anatomy, histology, and embryology. Twelve schools responded to both surveys, for an overall response rate of 64%. Overall, Canadian medical students spend 92.8 (± 45.4) hours (mean ± SD) studying gross anatomy, 25.2 (± 21.0) hours for histology, and 7.4 (± 4.3) hours for embryology. Gross anatomy contact hours statistically significantly exceeded those for histology and embryology. Results show that most content is delivered in the first year of medical school, as anatomy is a foundational building block for upper-year courses. Laboratory contact time for gross anatomy was 56.8 (± 30.7) hours, histology was 11.4 (± 16.2) hours, and embryology was 0.25 (± 0.6) hours. Additionally, 42% of programs predominantly used instructor/technician-made prosections, another 33% used a mix of dissection and prosections and 25% have their students complete cadaveric dissections. Teaching is either completely or partially integrated into all Canadian medical curricula. This integration trend in Canada parallels those of other medical schools around the world where programs have begun to decrease contact time in anatomy and increase integration of the anatomical sciences into other courses. Compared to published American data, Canadian schools offer less contact time. The reason for this gap is unknown. Further investigation is required to determine if the amount of anatomical science education within medical school affects students' performance in clerkship, residency and beyond.
解剖学一直被视为医学教育的重要组成部分。在加拿大，目前尚不清楚解剖学教学所采用的方法和所投入的时间。我们对课程主任和学科负责人进行了两项调查，以全面了解加拿大医学院的解剖学教育情况。调查询问了学生学习大体解剖学、组织学和胚胎学的课时（课堂和实验室）、内容传授和评估方法。12 所学校对这两项调查都做出了回应，总体回应率为 64%。总体而言，加拿大医学生学习大体解剖学的时间为 92.8（±45.4）小时（平均值±标准差），学习组织学的时间为 25.2（±21.0）小时，学习胚胎学的时间为 7.4（±4.3）小时。大体解剖学的课时明显多于组织学和胚胎学。结果表明，大部分内容都在医学生的第一年教授，因为解剖学是高年级课程的基础。大体解剖学的实验室课时为 56.8（±30.7）小时，组织学为 11.4（±16.2）小时，胚胎学为 0.25（±0.6）小时。此外，42%的课程主要采用教师/技师制作的解剖标本，33%的课程则混合了解剖和标本，25%的课程让学生完成尸体解剖。教学完全或部分融入了所有加拿大医学课程。这种整合趋势与世界其他医学院校相似，这些院校已开始减少解剖学的课时，并增加解剖学与其他课程的整合。与已公布的美国数据相比，加拿大学校提供的课时更少。造成这种差距的原因尚不清楚。需要进一步调查，以确定医学院解剖学教育的数量是否会影响学生在实习、住院医师培训及以后的表现。
