Mohammad Rehan Asad, Fahim Haider Jafari.
Role of anatomy in outcome based integrated curriculum for medical undergraduates.
J Rawal Med Coll Jan ;17(1):153-5.

In traditional curriculum dissection, osteology, surface anatomy, microanatomy and developmental anatomy are considered as essential. Forty five percent teaching hours of basic sciences phase is allocated to anatomy.It is now recognized that the body of information with potential relevance to medical practice is far too large for instructors and students.It is rapidly becoming impractical to try and include everything in the undergraduate curriculum. Anatomy as a subject has been overly didactic and traditional. As a result, it does not match with clinically trimmed subjects of 21st century medicine. The new system-based curriculum at many medical schools includes less than two hours of gross dissection per week, down from eight hours in the core traditional curriculum. Some schools have removed cadaver dissection from the classes. Studies conducted in integrated problem based learning medical curricula had shown that innovations used in teaching anatomy, such as interactive multimedia resources, have not replaced students' perceptions about the importance of dissection. It is required to discuss challenges and measures needed for continued development of anatomy as relevant subject.

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