Type of Article : Review
Year: 2015 | Volume 3 | Issue 3 | Page No. 1212-1215
Date of Publication: 02-08-2015
TEACHING ANATOMY TO UNDERGRADUATE STUDENTS
Sharadkumar Pralhad Sawant * 1, Shaheen Rizvi 2.
*1Professor and Head, 2 Assistant Lecturer.
Department of Anatomy, K. J. Somaiya Medical College, Somaiya Ayurvihar, Sion, Mumbai, India.
Address: Dr. Sharadkumar Pralhad Sawant, 25/2, Samrat Ashok Nagar Society, Shell Colony Road, Chembur, Mumbai – 400 071, Maharashtra, India. Telephone no.: +919322061220, +9122-22936867.
Introduction: Anatomy is the base of medical science in India and is taught practically to all disciplines of undergraduate health sciences in the first year. It is an acknowledged fact that a basic knowledge of Anatomy is a prerequisite to learn any other branch of medicine. All medical professionals must have a basic knowledge of Anatomy so as to ensure safe medical practice. Traditionally Anatomy teaching consists of didactic lectures as well as dissections or prosections as per the requirement of the course. Lecture is defined as an oral discourse on a given subject before an audience for purpose of instruction and leaning. In the traditional method lectures were taken via chalk & board, but nowadays power point presentations are increasingly being used. To make Anatomy learning both pleasant and motivating, new methods of teaching gross anatomy are being assessed as medical colleges endeavour to find time in their curricula for new content without fore-going fundamental anatomical knowledge. This paper examines the other teaching methodologies for teaching gross anatomy.
Conclusion: Proper utilization of newer technologies along with the traditional teaching methods will certainly lead to enhanced understanding of gross anatomy and will ultimately improve students’ performance.
KEY WORDS: Anatomy, Medical Science, Undergraduate Students, Medical Professionals, Medical Practice, Traditional Methods & New Methods of Teaching.
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Sharadkumar Pralhad Sawant, Shaheen Rizvi. TEACHING ANATOMY TO UNDERGRADUATE STUDENTS. Int J Anat Res 2015;3(3):1212-1215. DOI: 10.16965/ijar.2015.172