A survey of essential anatomy from the perspective of anesthesiology, emergency medicine, obstetrics and gynecology, and orthopedics resident physicians
Abstract Background 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 special...
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BMC
2024-10-01
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| Online Access: | https://doi.org/10.1186/s12909-024-06185-5 |
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| author | Derek J. Harmon Mark H. Hankin James R. Martindale Iuliana Niculescu Adrienne Aschmetat Rachel E. Hanke Andrew S. Koo Shannon R. Carpenter Pamela E. Emmanuel Catherine M. Pokropek Ksenia Koltun |
| author_facet | Derek J. Harmon Mark H. Hankin James R. Martindale Iuliana Niculescu Adrienne Aschmetat Rachel E. Hanke Andrew S. Koo Shannon R. Carpenter Pamela E. Emmanuel Catherine M. Pokropek Ksenia Koltun |
| author_sort | Derek J. Harmon |
| collection | DOAJ |
| description | Abstract Background 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. Methods 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). Results 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). Conclusions 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. |
| format | Article |
| id | doaj-art-f30c52f25e434e768213793f15993b2c |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2024-10-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-f30c52f25e434e768213793f15993b2c2024-11-24T12:30:42ZengBMCBMC Medical Education1472-69202024-10-0124111110.1186/s12909-024-06185-5A survey of essential anatomy from the perspective of anesthesiology, emergency medicine, obstetrics and gynecology, and orthopedics resident physiciansDerek J. Harmon0Mark H. Hankin1James R. Martindale2Iuliana Niculescu3Adrienne Aschmetat4Rachel E. Hanke5Andrew S. Koo6Shannon R. Carpenter7Pamela E. Emmanuel8Catherine M. Pokropek9Ksenia Koltun10Division of Anatomy, Department of Biomedical Education and Anatomy, The Ohio State University College of MedicineDepartment of Medical Education, College of Medicine and Life Sciences, University of ToledoOffice of Medical Education, University of Virginia School of MedicineDepartment of Internal Medicine, Beaumont Health, William Beaumont HospitalDepartment of Internal Medicine, Oaklawn HospitalDivision of Colorectal and Pelvic Reconstruction, Children‘s National HospitalDepartment of Obstetrics and Gynecology, University of Colorado Anschutz School of MedicineDepartment of Orthopedics, VA Medical Center, MO and Amberwell Orthopedic CareSparrow Eaton HospitalDepartment of Obstetrics and Gynecology at Mission Obstetrics and Gynecology, Beaumont Hospital, Oakland University William Beaumont School of MedicineNorthstar Anesthesiology and Beaumont HealthAbstract Background 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. Methods 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). Results 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). Conclusions 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.https://doi.org/10.1186/s12909-024-06185-5Medical educationUndergraduate medical educationGraduate medical educationMedical curriculumCurriculum developmentAnatomy education |
| spellingShingle | Derek J. Harmon Mark H. Hankin James R. Martindale Iuliana Niculescu Adrienne Aschmetat Rachel E. Hanke Andrew S. Koo Shannon R. Carpenter Pamela E. Emmanuel Catherine M. Pokropek Ksenia Koltun A survey of essential anatomy from the perspective of anesthesiology, emergency medicine, obstetrics and gynecology, and orthopedics resident physicians BMC Medical Education Medical education Undergraduate medical education Graduate medical education Medical curriculum Curriculum development Anatomy education |
| title | A survey of essential anatomy from the perspective of anesthesiology, emergency medicine, obstetrics and gynecology, and orthopedics resident physicians |
| title_full | A survey of essential anatomy from the perspective of anesthesiology, emergency medicine, obstetrics and gynecology, and orthopedics resident physicians |
| title_fullStr | A survey of essential anatomy from the perspective of anesthesiology, emergency medicine, obstetrics and gynecology, and orthopedics resident physicians |
| title_full_unstemmed | A survey of essential anatomy from the perspective of anesthesiology, emergency medicine, obstetrics and gynecology, and orthopedics resident physicians |
| title_short | A survey of essential anatomy from the perspective of anesthesiology, emergency medicine, obstetrics and gynecology, and orthopedics resident physicians |
| title_sort | survey of essential anatomy from the perspective of anesthesiology emergency medicine obstetrics and gynecology and orthopedics resident physicians |
| topic | Medical education Undergraduate medical education Graduate medical education Medical curriculum Curriculum development Anatomy education |
| url | https://doi.org/10.1186/s12909-024-06185-5 |
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