Anatomy & Physiology

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Received: January 01, 1970 | Published: ,

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Mini Review

As a basic science, human anatomy course describes the structure of human body and relations of its various parts with its clinical application. The teaching paradigm of Anatomy was historically fixed and unchanged. Problem-based learning (PBL) as an educational model could make human anatomy learning an active process. PBL was first implemented in the 1960s in the Medical Education Department at McMaster University [1]. Problem-based learning is known as an effective learning tool in enhancing the integration of basic and clinical sciences [2,3]. It challenges students to learn and work co-operatively in groups to seek solutions [4]. Reports noted that PBL not only helps students in the acquisition of content knowledge but also promotes their learning in dealing with complex problems, leads them to self-directed life-long, self-evaluation skills, and allows them to adapt to changes [5,6]. On the other hand, some studies were not in favour of PBL [7]. Since PBL teaching in anatomy courses of medical school is a highly controversial topic we will try to highlight on the Pros and Cons of introducing PBL in Anatomy teaching.

PBL emphasis on student-centered and teacher-guided instructional strategy, where students acquire creative thinking skills and professional skills as they expose to complex, interdisciplinary and real-situation problems. Self-directed learning in PBL could range from pre-organized teaching, student-initiated but instructor-guided learning, to completely self-taught learning [8]. Reports mentioned that PBL students generate explanations that are more accurate, coherent and comprehensive than non PBL students. Moreover, the effect is stronger for the full-time PBL students [9].

In the traditional way of teaching, the content and depth in teaching anatomy have always enabled better understanding of the subject. This is because anatomy in traditional curricula is studied region wise. This definitely gives an advantage to understand the basic concepts upon which the student is able to build his clinical skills. Students who have learnt in traditional curriculum have a good knowledge and application skills in anatomy over those in PBL curriculum. Anatomy in modern curriculum is learnt in didactic and traditional way, making it vulnerable target in the process of modernization of learning experience [10].

The anatomy learnt through clinical problems is less than that of traditional methods. Choosing the problems for any block, has to include objectives from all the disciplines to be included. Sometimes the amount of anatomy covered in these blocks by PBL sessions is very little, since not all the regions/structures of the body can be learnt through PBL tutorials. Students might neglect studying anatomy during those blocks in order to concentrate on the learning objectives of other disciplines. [11] showed that certain aspect of integration is difficult in a PBL system.

Since clinical problems help the students to integrate various disciplines and understand the subject well, however, not all the contents can be covered by PBL. We recommend that a hybrid approach in anatomy teaching will be more beneficial than using the traditional way or PBL approach alone.