Syed Abd Halim Syarifah A, Yusoff Muhamad Saiful B, Yaman Mohamad N, Razali Shazrina Ahmad, Tengku Muda Tg Fatimah M, Ramli Ramiza Ramza, Kadir Fairrul, Hadie Siti N H
Department of Anatomy, Faculty of Medicine, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia.
Department of Medical Education, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia.
J Taibah Univ Med Sci. 2022 Dec 28;18(4):757-770. doi: 10.1016/j.jtumed.2022.12.007. eCollection 2023 Aug.
Anatomy is a fundamental pillar of medical knowledge that bridges basic medical science knowledge and clinical practice. However, integrated modern medical curricula have reduced the anatomy teaching content, and cadaveric dissection is no longer conducted. Medical graduates who lack anatomy knowledge are anticipated to be inadequately equipped for safe clinical practice. This study was aimed at exploring clinical year students' experiences regarding their anatomy learning during the preclinical phase in Malaysian medical schools. The findings reflect how the students' preclinical anatomy training prepared them for their clinical years of study.
A qualitative phenomenology study using the focus group discussion method was conducted on 30 final-year students from four public universities. Four focus group discussion sessions were conducted, and students' responses were transcribed and converted to electronic formats. The transcripts were analyzed thematically with ATLAS.ti software.
The first-cycle coding of the text analysis generated 157 open codes based on the phrases used by the participants. The subsequent coding cycle produced 16 axial codes-groups of open codes with similar features. During the final coding cycle, the content and interrelations between the axial codes were categorized into six codes: (1) preclinical anatomy learning experience, (2) anatomy content and teaching, (3) anatomy-related competency, (4) the importance of anatomy knowledge in clinical practice, (5) the importance of early exposure to applied clinical anatomy, and (6) suggestions for future anatomy education.
The six identified themes reflected students' perceptions of their anatomy learning experience, the challenges that they faced during their preclinical years, and their opinions regarding the anatomy knowledge and skills that are functionally relevant during the clinical years. Their responses also echoed the need to improve anatomy teaching and learning, thereby emphasizing the importance of early clinical integration and application.
解剖学是医学知识的基础支柱，它连接着基础医学科学知识与临床实践。然而，现代综合性医学课程减少了解剖学教学内容，尸体解剖也不再进行。预计缺乏解剖学知识的医学毕业生在安全临床实践方面准备不足。本研究旨在探索马来西亚医学院校临床阶段学生在临床前阶段的解剖学学习经历。研究结果反映了学生的临床前解剖学训练如何使他们为临床学习做好准备。
采用焦点小组讨论法对四所公立大学的30名最后一年学生进行了定性现象学研究。进行了四次焦点小组讨论会议，学生的回答被转录并转换为电子格式。使用ATLAS.ti软件对转录文本进行主题分析。
文本分析的第一轮编码根据参与者使用的短语生成了157个开放代码。随后的编码循环产生了16个轴心代码——具有相似特征的开放代码组。在最后一轮编码循环中，轴心代码之间的内容和相互关系被归类为六个代码：（1）临床前解剖学学习经历，（2）解剖学内容与教学，（3）与解剖学相关的能力，（4）解剖学知识在临床实践中的重要性，（5）早期接触应用临床解剖学的重要性，（6）对未来解剖学教育的建议。
确定的六个主题反映了学生对其解剖学学习经历的看法、他们在临床前阶段面临的挑战以及他们对临床阶段功能相关的解剖学知识和技能的看法。他们的回答也呼应了改进解剖学教学的必要性，从而强调了早期临床整合与应用的重要性。
