Division of Anatomy, Department of Biomedical Education and Anatomy, The Ohio State University College of Medicine, Columbus, OH, USA.
Department of Medical Education, College of Medicine and Life Sciences, University of Toledo, Toledo, OH, USA.
BMC Med Educ. 2024 Oct 23;24(1):1194. doi: 10.1186/s12909-024-06185-5.
Recent changes in anatomy curricula in undergraduate medical education (UME), including pedagogical changes and reduced time, pose challenges for foundational learning. Consequently, it is important to ask clinicians what anatomical content is important for their clinical specialty, which when taken collectively, can inform curricular development.
This study surveyed 55 non-primary care residents in anesthesiology (AN; N = 6), emergency medicine (EM; N = 15), obstetrics and gynecology (OB; N = 13), and orthopedics (OR; N = 21) to assess the importance of 907 anatomical structures across all anatomical regions. Survey ratings by participants were converted into a post-hoc classification system to provide end-users of this data with an intuitive and useful classification system for categorizing individual anatomical structures (i.e., essential, more important, less important, not important).
Significant variability was observed in the classifications of essential anatomy: 29.1% of all structures were considered essential by OB residents, 37.6% for AN residents, 41.6% for EM residents, and 72.0% for OR residents. Significant differences (with large effect sizes) were also observed between residency groups: OR residents rated anatomy of the back, limbs, and pelvis and perineum anatomy common to both sexes significantly higher, whereas OB residents rated the pelvis and perineum anatomy common to both sexes and anatomy for individuals assigned female at birth highest. Agreement in classifications of importance among residents was observed for selected anatomical structures in the thorax, abdomen, pelvis and perineum (assigned male at birth-specific anatomy), and head and neck. As with the ratings of anatomical structures, OR residents had the highest classification across all nine tissue types (p < 0.01).
The present study created a database of anatomical structures assessed from a clinical perspective that may be considered when determining foundational anatomy for UME curriculum, as well as for graduate medical education.
本科医学教育（UME）解剖学课程最近发生了变化，包括教学方法的改变和学习时间的减少，这对基础学习提出了挑战。因此，询问临床医生哪些解剖内容对他们的临床专业很重要是很重要的，这些内容综合起来可以为课程开发提供信息。
本研究调查了麻醉学（AN；N=6）、急诊医学（EM；N=15）、妇产科（OB；N=13）和骨科（OR；N=21）的 55 名非初级保健住院医师，以评估所有解剖区域 907 个解剖结构的重要性。参与者的调查评分被转换为事后分类系统，为该数据的最终用户提供了一种直观且有用的分类系统，用于对单个解剖结构进行分类（即，必不可少，更重要，不太重要，不重要）。
观察到基本解剖结构的分类存在显著差异：OB 住院医师认为 29.1%的所有结构都是必不可少的，AN 住院医师认为 37.6%，EM 住院医师认为 41.6%，OR 住院医师认为 72.0%。在住院医师群体之间也观察到显著差异（具有较大的效应量）：OR 住院医师对背部、四肢和骨盆以及男女共用的会阴解剖结构的评价明显更高，而 OB 住院医师对男女共用的骨盆和会阴解剖结构以及出生时分配给女性的个体的解剖结构的评价最高。在胸部、腹部、骨盆和会阴（分配给男性的特定解剖结构）以及头部和颈部，观察到居民对重要性分类的选择解剖结构的一致性。与解剖结构的评分一样，OR 住院医师在所有九种组织类型（p<0.01）中的分类最高。
本研究从临床角度创建了一个评估解剖结构的数据库，在确定 UME 课程的基础解剖结构以及研究生医学教育时，可以考虑使用该数据库。
