Learning clinical anatomy

Smith, Claire F, Finn, Gabrielle M and Border, Scott (2017) Learning clinical anatomy. European Journal of Anatomy. (Accepted)

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This article places the student at the center of their own learning experience. It draws together
research to enable us to put forward a theoretical framework of best practice for student learning
of clinical anatomy in a modern medical curricula. Anatomical knowledge involves both
propositional knowledge and non-technical knowledge. For knowledge to be gained it must be
contextualized and the content matter engaged with in a way that creates meaning for the
students. From a neuroanatomical basis, this involves memory processing at a synaptic level
within the circuitry of the hippocampus. It is important to recognize learners as individuals with
their own personality traits and spatial ability. Both of which have been shown to influence the
learning of anatomy. Students can vary the way they go about learning, they may utilize a
surface, deep and/or strategic learning approach. It is quite possible that each student’s approach
will differ depending on their personal experience. Approach will also vary at different points of
their learning journey, because in higher education, students are free to engage in a wide range of
learning activities. At some point in the future students may need to relearn or reconfigured their
knowledge because the initial route to understanding is superseded by either a greater need or a
more sophisticated line of reasoning, for example, knowledge can be challenged via more
complex clinical scenarios. Knowledge consolidation is the next stage for students/trainees and
this involves embedding the restructured learning and using it in practice. This stage will vary in
time depending on the content it may occur during education or many years later. Anatomy
learning is a personalized journey for the individuals. However, it is the role of the educators to
aid learners in the development of a education framework that makes their learning effective,
meaningful and stimulating.

Item Type: Article
Schools and Departments: Brighton and Sussex Medical School > Division of Medical Education
Depositing User: Elizabeth Renvoize
Date Deposited: 12 Oct 2017 08:32
Last Modified: 12 Oct 2017 08:32
URI: http://sro.sussex.ac.uk/id/eprint/70493

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