The most effective strategies in teaching theoretical Anatomy in Medical schools, from a student’s view

Breno Bitencourt Brás, Gabriel Toledo and Sérgio Murta Maciel *

Department of Anatomy, Federal University of Juiz de Fora (UFJF) Juiz de Fora- Brazil.
Research Article
World Journal of Advanced Research and Reviews, 2024, 23(01), 326–337
Article DOI: 10.30574/wjarr.2024.23.1.2013
Publication history: 
Received on 26 May 2024; revised on 02 July 2024; accepted on 04 July 2024
Introduction: The anatomical study cannot be limited to memorization and identification of structures. It is essential that, in a modern and dynamic approach to this discipline, contextualization is adopted, and above all, the clinical applications of what is studied, in addition to other methods such as 3D images. It is necessary to understand the student's conception of such methods – the didactic and scientific evidence at the moment – so that they can make the connection – in the present and the future – with professional life.
Methodology: The research, carried out with 163 medical students from two educational institutions in Juiz de Fora, aimed to find out which methodologies were used in their anatomy course; Which one(s) among them is(are) seen as the most effective, and most facilitator(s) of the learning process and approach to clinical practice. The data obtained were processed using the SPSS program, version 20.0.
Results: It was evident that the approach to anatomical content based on clinical direction, contextualization of the subject, and use of radiological images is more widespread in Medicine. The application of seminars and clinical debates was scarcely explored. The use of alternative technologies to slides was notable in the Medicine course. Medical students, markedly, advocate for contextualizations and clinical applications.
Conclusions: Students, in general, recognize the effectiveness of contextualization, clinical correlations, and the use of images. Few students support the use of seminars. As much as the interviewees do not prefer more summarized theoretical classes, they would like fewer structures to lean about, with more direct books.
Teaching methodologies; Anatomy; Contextualizations; Clinical application
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