Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa.
Division of Surgery, Department of Surgical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Stellenbosch, South Africa.
Anat Sci Educ. 2022 Jul;15(4):745-753. doi: 10.1002/ase.2175. Epub 2022 Feb 24.
Anatomical science is a fundamental element of undergraduate medical education; thus, it is imperative that the course serves future medical professionals when entering clinical practice. However, anatomical education has faced challenges in recent years including decreased allocated time, increased class sizes and over-stretched staff. Technological advancements in anatomical education may provide relief to these issues. Therefore, exploring clinicians' perspective on the clinical relevance and efficacy of anatomical education, within an African context, can inform its future. This study used a qualitative research approach within an interpretive paradigm. Eight semi-structured one-on-one interviews were conducted with clinicians associated with Stellenbosch University and Tygerberg Hospital. Thematic analysis was employed to analyze the data, creating themes and codes. Trust worthiness of the data was ensured through peer debriefing and member checking. Results reveal that clinicians find clinically relevant anatomy valuable to students. However, some feel that this is not delivered effectively at present. Clinicians see potential for the incorporation of clinical technologies into anatomical pedagogy. Although clinicians are hopeful for new technological developments in anatomical education, concerns were reported about its autonomous nature. This study concludes that although clinically relevant anatomical education is beneficial to students, the time and the resources via which it is delivered should be considered. There is optimism for the future of anatomical education with the advancements of technologically based educational resources, however, new resources should be incorporated with planning and supervision.
解剖学是本科医学教育的基础要素；因此，该课程对于即将进入临床实践的未来医学专业人员来说是至关重要的。然而，近年来，解剖学教育面临着一些挑战，包括分配时间减少、班级规模扩大和师资力量紧张。解剖学教育中的技术进步可能会缓解这些问题。因此，探索临床医生对解剖学教育在非洲背景下的临床相关性和效果的看法，可以为其未来发展提供信息。本研究采用解释主义范式中的定性研究方法。在斯泰伦博斯大学和泰格尔伯格医院工作的临床医生接受了 8 次半结构化的一对一访谈。采用主题分析方法对数据进行分析，创建主题和代码。通过同行讨论和成员检查来确保数据的可信度。研究结果表明，临床医生认为与临床相关的解剖学对学生很有价值。然而，一些人认为目前的教学效果并不理想。临床医生认为可以将临床技术纳入解剖学教学中。尽管临床医生对解剖学教育的新技术发展充满希望，但也有人对其自主性表示担忧。本研究得出结论，尽管与临床相关的解剖学教育对学生有益，但应该考虑其教学的时间和资源。随着基于技术的教育资源的进步，解剖学教育的未来充满希望，但应该在规划和监督的基础上引入新的资源。
