Skip to main content
SpringerLink
Log in

The Role of the Anatomist in Teaching of Nontraditional Discipline-Independent Skills

  • Chapter
  • First Online:
Teaching Anatomy

Abstract

Anatomy is a foundation within the training of many healthcare specialties. The role of anatomy in the curriculum, however, covers much more than the basics of structure and function of cells and organs. Anatomy can provide for the development of other nontraditional discipline-independent skills, competencies and attributes. These additional human skills-based elements of learning and development can be integrated into anatomical teaching sessions in a range of courses. Students should recognize anatomy as one of the earliest and most essential elements in their professional training.

Anatomy sessions should expose students to an array of skills: dexterity, as students learn and practice the art of dissection and palpation; communication, as students develop interpersonal skills within teams; leadership; and the art of effective teamwork. The use of cadavers provides an early focus for examining legal and ethical issues. Cadavers are also an emotional nidus for many students. Students should learn the professional behavior expected within the healthcare professions early in the anatomy laboratory, with teachers and supervisors serving as role models. The focus on early professionalism has become increasingly prevalent in anatomical education, which adds further onus upon anatomy educators to polish their own skills in leadership, communication, and human sensitivity.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Sugand K, Abrahams P, Khurana A. The anatomy of anatomy: a review for its modernization. Anat Sci Educ. 2010;3:83–93.

    PubMed  Google Scholar 

  2. Estai M, Bunt S. Best teaching practices in anatomy education: a critical review. Ann Anat. 2016;208:151–7.

    Article  PubMed  Google Scholar 

  3. Gregory JK, Lachman N, Camp CL, Chen LP, Pawlina W. Restructuring a basic science course for core competencies: an example from anatomy teaching. Med Teach. 2009;31:855–61.

    Article  PubMed  Google Scholar 

  4. Evans DJR, Pawlina P, Lachman N. Human skills for human[istic] anatomy: an emphasis on nontraditional discipline-independent skills. Anat Sci Educ. 2018;11:221–4.

    Article  PubMed  Google Scholar 

  5. Hafferty FW. Professionalism and the socialization of medical students. In: Cruess RL, Cruess SR, Steinert Y, editors. Teaching medical professionalism. 1st ed. New York: Cambridge University Press; 2009. p. 53–73.

    Google Scholar 

  6. Cruess RL, Cruess SR, Steinert Y. Amending Miller’s pyramid to include professional identity formation. Acad Med. 2016;91:180–5.

    Article  PubMed  Google Scholar 

  7. Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. Reframing medical education to support professional identity formation. Acad Med. 2014;89:1446–51.

    Article  PubMed  Google Scholar 

  8. Pawlina W. Not “How should I learn?” or “How should I act?” but, “Who shall I become?”: a précis on the roots of early professional identity formation in the anatomy course. Anat Sci Educ. 2019;12:465–7.

    Article  PubMed  Google Scholar 

  9. Goldie J. The formation of professional identity in medical students: considerations for educators. Med Teach. 2012;34:e641–8.

    Article  PubMed  Google Scholar 

  10. Hafferty FW, O’Donnell JF, editors. The hidden curriculum in health professional education. 1st ed. Lebanon: Dartmouth College Press; 2015.

    Google Scholar 

  11. Yule S, Flin R, Paterson-Brown S, Maran N, Rowley D. Development of a rating system for surgeons’ non-technical skills. Med Educ. 2006;40:1098–104.

    Article  CAS  PubMed  Google Scholar 

  12. Older J. Anatomy: a must for teaching the next generation. Surgeon. 2004;2:79–90.

    Article  CAS  PubMed  Google Scholar 

  13. Chambers J, Emlyn-Jones D. Keeping dissection alive for medical students. Anat Sci Educ. 2009;2:302–3.

    Article  PubMed  Google Scholar 

  14. McMenamin PG. Body painting as a tool in clinical anatomy teaching. Anat Sci Educ. 2008;1:139–44.

    Article  PubMed  Google Scholar 

  15. Collett T, Kirvell D, Nakorn A, McLachlan JC. The role of living models in the teaching of surface anatomy: some experiences from a UK medical school. Med Teach. 2009;31:e90–6.

    Article  PubMed  Google Scholar 

  16. Nanjundaiah K, Chowdapurkar S. Body-painting: a tool which can be used to teach surface anatomy. J Clin Diagn Res. 2012;6:1405–8.

    PubMed  PubMed Central  Google Scholar 

  17. Chinnah TI, Regan de Bere S, Collett T. Students’ views on the impact of peer physical examination and palpation as a pedagogic tool for teaching and learning living human anatomy. Med Teach. 2011;33:e27–36.

    Article  PubMed  Google Scholar 

  18. Evans DJR. Connecting with different audiences: the anatomy of communication is essential. Anat Sci Educ. 2013;6:134–7.

    Article  PubMed  Google Scholar 

  19. Swing SR. The ACGME outcome project: retrospective and prospective. Med Teach. 2007;29:648–54.

    Article  PubMed  Google Scholar 

  20. General Medical Council. Outcomes for graduates 2018. London: General Medical Council; 2018.

    Google Scholar 

  21. Pawlina W. Professionalism and anatomy: how do these two terms define our role? Clin Anat. 2006;19:391–2.

    Article  PubMed  Google Scholar 

  22. Evans DJR. Promoting knowledge and understanding in society. Training our students for effective communication. J Appl Res High Educ. 2011;3:35–46.

    Article  Google Scholar 

  23. Hofer RE, Nikolaus OB, Pawlina W. Using checklists in a gross anatomy laboratory improves learning outcomes and dissection quality. Anat Sci Educ. 2011;4:249–55.

    Article  PubMed  Google Scholar 

  24. Evans DJR, Cuffe T. Near-peer teaching in anatomy: an approach for deeper learning. Anat Sci Educ. 2009;2:227–33.

    Article  PubMed  Google Scholar 

  25. Reif-Lehrer L. Teaching good communication/proposal-writing skill: overcoming one deficit of our educational system. J Sci Educ Technol. 1992;1:211–9.

    Article  Google Scholar 

  26. Bregman BM, Irvine C. Subjectifying the patient: creative writing and the clinical encounter. Fam Med. 2004;36:400–1.

    PubMed  Google Scholar 

  27. Rees C, Sheard C. Undergraduate medical students’ views about a reflective portfolio assessment of their communication skills learning. Med Educ. 2004;38:125–8.

    Article  PubMed  Google Scholar 

  28. Pearce M, Evans DJR. Developing multimedia resources: for students, by students. Clin Teach. 2012;9:178–82.

    Article  PubMed  Google Scholar 

  29. Choudhury B, Gouldsborough I. The use of electronic media to develop transferable skills in science students studying anatomy. Anat Sci Educ. 2012;5:125–31.

    Article  PubMed  Google Scholar 

  30. Van Dalen J, Bartholomeus P, Kerkhofs E, Lulofs R, Van Thiel J, Rethans JJ, et al. Teaching and assessing communication skills in Maastricht: the first twenty years. Med Teach. 2001;23:245–51.

    Article  PubMed  Google Scholar 

  31. Losh DP, Mauksch LB, Arnold RW, Maresca TM, Storck MG, Maestas RR, et al. Teaching inpatient communication skills to medical students: an innovative strategy. Acad Med. 2005;80:118–24.

    Article  PubMed  Google Scholar 

  32. Windish DM, Price EG, Clever SL, Magaziner JL, Thomas PA. Teaching medical students the important connection between communication and clinical reasoning. J Gen Intern Med. 2005;20:1108–13.

    Article  PubMed  PubMed Central  Google Scholar 

  33. Nuovo J, Bertakis KD, Azari R. Assessing resident’s knowledge and communication skills using four different evaluation tools. Med Educ. 2006;40:630–6.

    Article  PubMed  Google Scholar 

  34. Koenigsfeld CF, Wall GC, Miesner AR, Schmidt G, Haack SL, Eastman DK, et al. A faculty-led mock residency interview exercise for fourth-year doctor of pharmacy students. J Pharm Pract. 2012;25:101–7.

    Article  PubMed  Google Scholar 

  35. Bӧckers A, Jerg-Bretzke L, Lamp C, Brinkmann A, Traue HC, Bӧckers TM. The gross anatomy course: an analysis of its importance. Anat Sci Educ. 2010;3:3–11.

    Google Scholar 

  36. Lerner S, Magrane D, Friedman E. Teaching teamwork in medical education. Mt Sinai J Med. 2009;76:318–29.

    Article  PubMed  Google Scholar 

  37. Vasan NS, DeFouw DO, Compton S. Team-based learning in anatomy: an efficient, effective, and economical strategy. Anat Sci Educ. 2011;4:333–9.

    Article  PubMed  Google Scholar 

  38. Krych AJ, March CN, Bryan RE, Peake BJ, Pawlina W, Carmichael SW. Reciprocal peer teaching: students teaching students in the gross anatomy laboratory. Clin Anat. 2005;18:296–301.

    Article  PubMed  Google Scholar 

  39. Youdas JW, Krause DA, Hellyer NJ, Hollman JH, Rindflesch AB. Perceived usefulness of reciprocal peer teaching among doctor of physical therapy students in the gross anatomy laboratory. J Phys Ther Educ. 2007;21:30–8.

    Article  Google Scholar 

  40. Nieder GL, Parmelee DX, Stolfi A, Hudes PD. Team-based learning in a medical gross anatomy and embryology course. Clin Anat. 2005;18:56–63.

    Article  PubMed  Google Scholar 

  41. Huitt TW, Killins A, Brooks WS. Team-based learning in the gross anatomy laboratory improves academic performance and students’ attitudes toward teamwork. Anat Sci Educ. 2015;8:95–103.

    Article  PubMed  Google Scholar 

  42. Chen LP, Gregory JK, Camp CL, Juskewitch JE, Pawlina W, Lachman N. Learning to lead: self- and peer evaluation of team leaders in the human structure didactic block. Anat Sci Educ. 2009;2:210–7.

    Article  CAS  PubMed  Google Scholar 

  43. Escobar-Poni B, Poni ES. The role of gross anatomy in promoting professionalism: a neglected opportunity. Clin Anat. 2006;19:461–7.

    Article  PubMed  Google Scholar 

  44. Swartz WJ. Using gross anatomy to teach and assess professionalism in the first year of medical school. Clin Anat. 2006;19:437–41.

    Article  PubMed  Google Scholar 

  45. Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002;287:226–35.

    Article  PubMed  Google Scholar 

  46. Weeks SE, Harris EE, Kinzey WG. Human gross anatomy: a crucial time to encourage respect and compassion in students. Clin Anat. 1995;8:69–79.

    Article  CAS  PubMed  Google Scholar 

  47. Pearson WG, Hoagland TM. Measuring change in professionalism attitudes during the gross anatomy course. Anat Sci Educ. 2010;3:12–6.

    PubMed  Google Scholar 

  48. Evans DJR, Fossey S. Perspectives on anatomical donation and holding services of thanksgiving. Clin Ethics. 2011;6:195–9.

    Article  Google Scholar 

  49. Jones TW, Lachman N, Pawlina P. Honoring our donors: a survey of memorial ceremonies in United States anatomy programs. Anat Sci Educ. 2014;7:219–33.

    Article  PubMed  Google Scholar 

  50. Williams AD, Greenwald EE, Soricelli RL, DePace DM. Medical student’ reactions to anatomic dissection and the phenomenon of cadaver naming. Anat Sci Educ. 2014;7:169–80.

    Article  PubMed  Google Scholar 

  51. Kostas TR, Jones DB, Schiefer TK, Geske JB, Carmichael SW, Pawlina W. The use of video interview to enhance gross anatomy students’ understanding of professionalism. Med Teach. 2007;29:264–6.

    Article  PubMed  Google Scholar 

  52. Crow SM, O’Donoghue D, Vannatta JB, Thompson BM. Meeting the family: promoting humanism in gross anatomy. Teach Learn Med. 2012;24:49–54.

    Article  PubMed  Google Scholar 

  53. Halliday NL, Moon MB, O’Donoghue DL, Thompson BM, Crow SM. Transformation and closure for anatomical donor families that meet medical students. Anat Sci Educ. 2019;12:399–406.

    Article  PubMed  Google Scholar 

  54. Hull FM. Death, dying and the medical student. Med Educ. 1991;25:491–6.

    Article  CAS  PubMed  Google Scholar 

  55. Marks SC Jr, Bertman SL, Penney JC. Human anatomy: a foundation for education about death, dying in medicine. Clin Anat. 1997;10:118–22.

    Article  PubMed  Google Scholar 

  56. Tschernig T, Schlaud M, Pabst R. Emotional reactions of medical students to dissecting human bodies: a conceptual approach and is evaluation. Anat Rec. 2000;261:11–2.

    Article  CAS  PubMed  Google Scholar 

  57. Kotze SH, Mole CG. Talking about death: implementing peer discussion as a coping mechanism to overcome fears about dissection, death and dying. Anat Sci Educ. 2013;6:191–8.

    Article  PubMed  Google Scholar 

  58. Coulehan JL, Williams PC, Landis D, Naser C. The first patient: reflections and stories about the anatomy cadaver. Teach Learn Med. 1995;7:61–6.

    Article  Google Scholar 

  59. Tschernig T, Pabst R. Services of thanksgiving at the end of gross anatomy courses: a unique task for anatomists? Anat Rec. 2001;265:204–5.

    Article  CAS  PubMed  Google Scholar 

  60. Lachman N, Pawlina W. Integrating professionalism in early medical education: the theory and application of reflective practice in the anatomy curriculum. Clin Anat. 2006;19:456–60.

    Article  PubMed  Google Scholar 

  61. Shapiro J, Nguyen VP, Mourra S, Boker JR, Ross M, Thai TM, et al. Relationship of creative projects in anatomy to medical student professionalism, test performance and stress: an exploratory study. BMC Med Educ. 2009;9:65.

    Article  PubMed  PubMed Central  Google Scholar 

  62. Camp CL, Gregory JK, Lachman N, Chen LP, Juskewitch JE, Pawlina W. Comparative efficacy of group and individual feedback in gross anatomy for promoting medical student professionalism. Anat Sci Educ. 2010;3:64–72.

    PubMed  Google Scholar 

  63. Alt-Epping B, Lohse C, Viebahn C, von Steinbuchel N, Benze G, Nauck F. On death and dying – an exploratory and evaluative study of a reflective, interdisciplinary course element in undergraduate anatomy teaching. BMC Med Educ. 2014;14:15–21.

    Article  PubMed  PubMed Central  Google Scholar 

  64. Weyers S, Noack T, Rehkamper G, Wenzel-Mayburg U, Schulz C, Schmitz A. “I just realized that something happened to me today” – a innovative educational approach to support students in dealing with the dissection course, death and dying. Ann Anat. 2010;210:160–3.

    Article  Google Scholar 

  65. Hildebrandt S. Thoughts on practical core elements of an ethical anatomical dissection. Clin Anat. 2016;29:37–45.

    Article  PubMed  Google Scholar 

  66. Rizzolo LJ. Human dissection: an approach to interweaving the traditional and humanistic goals of medical education. Anat Rec. 2002;269:242–8.

    Article  PubMed  Google Scholar 

  67. Pawlina W, Lachman N. Dissection in learning and teaching gross anatomy: rebuttal to McLachlan. Anat Rec. 2004;281B:9–11.

    Article  Google Scholar 

  68. Waterston SW, Stewart IJ. Survey of clinicians’ attitudes to the anatomical teaching and knowledge of medical students. Clin Anat. 1995;18:380–4.

    Article  Google Scholar 

  69. Wisner BP, Cravens GT, Holley KE, Carmichael SW, Pawlina W. Autopsy report: a valuable tool for developing observational skills. Clin Anat. 2004;17:197.

    Google Scholar 

  70. Wittich CM, Pawlina W, Drake RL, Szosteck JH, Reed DA, Lachman N, et al. Validation of a method for measuring medical students’ critical reflections on professionalism in gross anatomy. Anat Sci Educ. 2013;6:232–8.

    Article  PubMed  Google Scholar 

  71. Dandavino M, Snell L, Wiseman J. Why medical students should learn how to teach. Med Teach. 2007;29:558–65.

    Article  CAS  PubMed  Google Scholar 

  72. Youdas JW, Hoffarth BL, Kohlwey SR, Krammer CM, Petro JL. Peer teaching among physical therapy students during gross anatomy: perceptions of peer teachers and students. Anat Sci Educ. 2008;1:199–206.

    Article  PubMed  Google Scholar 

  73. Ocel JJ, Palmer BA, Wittich CM, Carmichale SW, Pawlina W. Outcomes of the gross and developmental anatomy teachin assistant experience. Clin Anat. 2003;16:526–30.

    Article  PubMed  Google Scholar 

  74. Lockwood AM, Roberts AM. The anatomy demonstrator of the future: an examination of the role of the medically qualified anatomy demonstrator in the context of tomorrow’s doctors and modernizing medical careers. Clin Anat. 2007;20:455–9.

    Article  CAS  PubMed  Google Scholar 

  75. Peluso MJ, Hafler JP. Medical students as medical educators: opportunities for skill development in the absence of formal training programs. Yale J Biol Med. 2011;84:205–9.

    Google Scholar 

  76. Bulte C, Betts A, Garner K, Durning S. Student teaching: views of student near-peer teachers and learners. Med Teach. 2007;29:583–90.

    Article  PubMed  Google Scholar 

  77. Smith CF, Hall S, Border S, Adds PJ, Finn GM. Interprofessional anatomy education in the United Kingdom and Ireland: perspectives from students and teachers. Anat Sci Educ. 2015;8:360–70.

    Article  PubMed  Google Scholar 

  78. Purkayastha S, Paraskevas P, Darzi A. Make surgeons more active in teaching anatomy at all levels. BMJ. 2007;334:110.

    Article  PubMed  PubMed Central  Google Scholar 

  79. Raftery AT. Anatomy teaching in the UK. Surgery. 2007;25:1–2.

    Google Scholar 

  80. Collins JP. Modern approaches to teaching and learning anatomy. BMJ. 2008;337:a1310.

    Article  PubMed  Google Scholar 

  81. Mitchell BS, McCrorie P, Sedgwick P. Student attitudes towards anatomy teaching and learning in a multiprofessional context. Med Educ. 2004;38:737–48.

    Article  CAS  PubMed  Google Scholar 

  82. Moore CM, Lowe C, Lawrence J, Borchers P. Developing observational skills and knowledge of anatomical relationships in an art and anatomy workshop using plastinated specimens. Anat Sci Educ. 2001;4:294–301.

    Article  Google Scholar 

  83. Hagemann V, Herbstreit F, Kehren C, Chittamadathil J, Wolfertz S, Dirkmann D, et al. Does teaching non-technical skills to medical students improve those skills and simulated patient outcome? Int J Med Educ. 2017;8:101–13.

    Article  PubMed  PubMed Central  Google Scholar 

  84. Sullivan W. Work and integrity: the crisis and promise of professionalism in North America. New York: Harper Collins; 1995.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Health and Medicine, University of Newcastle, Callaghan, NSW, Australia

    Darrell J. R. Evans

  2. Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, VIC, Australia

    Darrell J. R. Evans

  3. Department of Clinical Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, MN, USA

    Wojciech Pawlina

Authors
  1. Darrell J. R. Evans
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Wojciech Pawlina
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Darrell J. R. Evans .

Editor information

Editors and Affiliations

  1. Department of Biomedical Sciences, Faculty of Medicine, Macau University of Science and Technology, Macao Special Administrative Region, China

    Lap Ki Chan

  2. Department of Clinical Anatomy, Mayo Clinic College of Medicine and Science, Rochester, MN, USA

    Wojciech Pawlina

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Evans, D.J.R., Pawlina, W. (2020). The Role of the Anatomist in Teaching of Nontraditional Discipline-Independent Skills. In: Chan, L.K., Pawlina, W. (eds) Teaching Anatomy. Springer, Cham. https://doi.org/10.1007/978-3-030-43283-6_45

Download citation

Publish with us

Policies and ethics

Search

Navigation