A global overview of anatomical science education and its present and future role in biomedical curricula
Rattachement africain : us, br, cy, gb, Ghana, in, cn, hk, au. Niveau de preuve : code pays fourni par la source.
Le résumé fourni par la source
The four main anatomical sciences, gross anatomy, histology, neuroanatomy, and embryology, are fundamental subjects for most health professionals and biomedical students. Usually taught as part of preclinical basic science training, the anatomical sciences provide a structural understanding of human or animal bodies at both macroscopic and microscopic levels. This overview characterizes how the anatomical sciences are currently taught around the globe, highlighting similarities, differences, and recent curricular transformations that were partially in response to the COVID-19 pandemic. Globally, educators of the anatomical sciences navigate similar pressures, including expectations of curricular integration and reduced time for anatomical teaching. Student-centered teaching approaches and e-learning technologies have been adopted across many regions, transforming how educators engage their learners. However, not all educators are provided with technological resources to facilitate such educational advancements, particularly in regions where economic inequality and poor infrastructure hinder access to the internet. Though ethical standards guiding the procurement of human bodies have evolved over time, the sources of human bodies that academic institutions use for anatomy education vary widely. Specific regional issues complicate many aspects of anatomical science education, challenging educators to adopt novel teaching approaches. Despite some differences, every global region appears to be moving in a similar direction. However, where academic institutions fall on that trajectory differs for specific regions/countries. How these educational and technological changes influence anatomy education should be carefully considered for the strengths and weaknesses they provide and the opportunities and threats they bring.
Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.
Le contrôle bibliographique ouvert
DOI retrouvé dans Crossref DOI retrouvé ; titre concordant.
- Titre Crossref
- A global overview of anatomical science education and its present and future role in biomedical curricula
- Date Crossref
- 21/10/2025
- Éditeur
- Wiley
- Type
- journal-article
Ce recoupement confirme des métadonnées liées au DOI. Il ne confirme ni la méthode ni les conclusions de l’étude, et il ne compte pas comme une seconde source scientifique indépendante.
Où se fait cette recherche
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University of Michigan Department of Learning Health Sciences pays non établi dans la noticeUniversité ou école supérieure
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Universidade Federal do Ceará pays non établi dans la noticeUniversité ou école supérieure
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University for International Integration of the Afro-Brazilian Lusophony pays non établi dans la noticeUniversité ou école supérieure
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University of Cyprus Medical School pays non établi dans la noticeUniversité ou école supérieure
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Brunel University of London pays non établi dans la noticeUniversité ou école supérieure
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University of Ghana Department of Anatomy Accra, Ghana (code pays fourni par la source)Université ou école supérieure
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Government Medical College Department of Anatomy pays non établi dans la noticeUniversité ou école supérieure
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Government Medical College and Hospital pays non établi dans la noticeUniversité ou école supérieure
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Fudan University Department of Human Anatomy pays non établi dans la noticeUniversité ou école supérieure
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Department of Embryology pays non établi dans la noticeStructure de recherche
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Chinese University of Hong Kong pays non établi dans la noticeUniversité ou école supérieure
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University of Hong Kong pays non établi dans la noticeUniversité ou école supérieure
Department of Learning Health Sciences — University of Michigan, Universidade Federal do Ceará et University for International Integration of the Afro-Brazilian Lusophony, avec 9 autres affiliations. Pays d’affiliation : Ghana.
Une affiliation ne permet pas de déduire la nationalité d’un auteur.