Publication:
Application And Relevancy Of Anatomy Curriculum In The Clinical Years: A Malaysian University Experience

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dc.contributor.authorRani Sakaranen_US
dc.contributor.authorNoor Azzizah Omaren_US
dc.contributor.authorNormaliza Omaren_US
dc.contributor.authorSuhaila Sanipen_US
dc.contributor.authorKu Mastura Ku Mohd Nooren_US
dc.contributor.authorMohd Hairulhisyam Ngatimanen_US
dc.contributor.authorNadeeya ‘Ayn Umaisara Mohamad Noren_US
dc.contributor.authorSharifa Abdul Azizen_US
dc.date.accessioned2024-05-28T03:43:24Z
dc.date.available2024-05-28T03:43:24Z
dc.date.issued2021
dc.date.submitted2022-1-26
dc.descriptionVolume: 13 Issue: 2 (page:13-23)en_US
dc.description.abstractHuman anatomy is one of the fundamental subjects in medical and health education. In recent years, anatomy teaching in Universiti Sains Islam Malaysia (USIM) has undergone a major transition from a highly detailed, didactic method to student-centred pedagogy and clinical correlations. Hence, this study aimed to assess the perception of the anatomy curriculum amongst USIM clinical students and to evaluate the clinicians’ cognisance of their students’ anatomical knowledge and application. A cross-sectional study was conducted on 232 clinical students (fourth-, fifth- and final-year) and 32 clinicians from various disciplines with the validated questionnaires. Descriptive analysis was performed to analyse the findings regarding students’ and clinicians’ perceptions. The majority of the students agreed that the anatomy curriculum was adequately covered in the pre-clinical years except for the imaging and clinical correlation classes. In terms of the teaching method, most of the students perceived that the tutorials (99.2%), practical sessions (98.7%), lectures (97.4%) and problembased learning (PBL) (96.1%) were the best approaches in understanding anatomy comprehensively. Results also indicated that the practical sessions (99.1%), lectures (94.8%), tutorials (94.8%) and PBL (93.9%) were the best methods in retaining anatomy knowledge. Besides, 62.9% of students strongly agreed that objective structured practical examination (OSPE) was the most helpful assessment for their anatomical knowledge retention. The majority of the clinicians perceived their clinical year students had a satisfactory level of anatomical knowledge (n = 21, 65.6%) and also believed that the anatomical correlation classes were essential for their disciplines. Students recognised the value of the current teaching methodology for their knowledge retention and comprehension. However, both clinicians and students felt there were limited opportunities for clinical application during teaching and learning. It is therefore imperative to implement appropriate restructuring to the current anatomy curriculum to address students’ needs and preferences for their future medical practice.en_US
dc.identifier.citationSakaran R, Omar NA, Omar N, Sanip S, Ku Mohd Noor KM, Ngatiman MH, Mohamad Nor N‘AU, Abdul Aziz S. Application and relevancy of anatomy curriculum in the clinical years: a Malaysian university experience. Education in Medicine Journal. 2021;13(2):13–23. https://doi.org/10.21315/eimj2021.13.2.2en_US
dc.identifier.doi10.21315/eimj2021.13.2.2
dc.identifier.epage23
dc.identifier.issn2180-1932
dc.identifier.issue2
dc.identifier.spage13
dc.identifier.urihttps://eduimed.usm.my/EIMJ20211302/EIMJ20211302_02.pdf
dc.identifier.urihttps://oarep.usim.edu.my/handle/123456789/4985
dc.identifier.volume13
dc.language.isoen_USen_US
dc.publisherPenerbit Universiti Sains Malaysiaen_US
dc.relation.ispartofEducation in Medicine Journalen_US
dc.subjectTraditional curriculum, Discipline-based curriculum, Vertical integration, Horizontal integrationen_US
dc.titleApplication And Relevancy Of Anatomy Curriculum In The Clinical Years: A Malaysian University Experienceen_US
dc.typeArticleen_US
dspace.entity.typePublication

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