The status of anatomy education in scope of the national core education program 2020: The case of Turkey

Main Article Content

Emre Atay
Abdülkadir Bilir
Tolga Ertekin

Abstract

Objective: Many branches of science are constantly changing and developing according to the innovations and the requirements of the era. Developments and medical information, especially in the field of medicine, renew itself every year. In this study, we aimed to analyze comparatively the place of anatomy education, which has an important place in undergraduate medical education, in the National Core Education Program (NCEP)-2020.


Material and Methods: In this study, the categories of basic medical practices in NCEP-2020, clinical symptoms/findings/situations, core diseases/clinical problems and the relationship between learning levels and anatomy education were evaluated one by one. Parameters were expressed in percentile using a descriptive statistical method. There are 157 Basic Medical Practices in 9 sub-categories (A-I) within the scope of NCEP-2020.


Results: It was determined that 48 of these were related to anatomy education. The number of basic medical practice was mostly in the E sub-category (n=23, 47.92%). The second sub-category with the highest number of basic medical practices was determined as B (n=16, 33.33%).


Conclusion: One of the important conclusions we have reached within the scope of the study is that NCEP-2020 has an important place in terms of scope in determining, developing and standardizing the educational curricula of medical faculties.

Downloads

Download data is not yet available.

Article Details

How to Cite
Atay, E., Bilir, A., & Ertekin, T. (2021). The status of anatomy education in scope of the national core education program 2020: The case of Turkey. Medical Science and Discovery, 8(8), 465-469. https://doi.org/10.36472/msd.v8i8.583
Section
Research Article

References

1. Ari İ, İrgi̇l E, Kafa Mİ, Şendemi̇r E. Bir anket çalışması: anatomi eğitimi ve öğrencilerin düşünceleri. Uludağ Üniversitesi Tıp Fakültesi Dergisi. 2003;29(2):15–18.

2. Başer A, Şahin H. Atatürk’ten günümüze tıp eğitimi. Tıp Eğitimi Dünyası. 2017;16(48):70–83.

3. Flexner A. Medical education in the United States and Canada. From the Carnegie Foundation for the Advancement of Teaching, Bulletin Number Four, 1910. Bull World Health Organ. 2002;80(7):594–602.

4. Şahin H, Özan S, Gürpınar E. Abraham Flexner’i doğru anlamak. Tıp Eğitimi Dünyası. 2011;30(30):60–71.

5. Kemahlı S. Türkiye’de tıp eğitimi çalışmaları ve “Tıp Eğitimi Dünyası” Dergisi. Tıp Eğitimi Dünyası. 2016;15(45–1).

6. Walton HJ. The edinburgh declaration. J R Soc Med. 1993;86(3):184.

7. Ulusal Çekirdek Eğitim Programı Çalışma Grubu 2003. Tıp fakülteleri ulusal çekirdek eğitim programı-2003. 2003.

8. Ulusal Çekirdek Eğitim Programı Çalışma Grubu 2014. Mezuniyet Öncesi Tıp Eğitimi Ulusal Çekirdek Eğitim Programı‐2014. 2014.

9. Ulusal Çekirdek Eğitimi Programı Çalışma Grubu 2020. Mezuniyet Öncesi Tıp Eğitimi Ulusal Çekirdek Eğitim Programı 2020. 2020.

10. Lawson HA. Renewing the Core Curriculum. Quest. 2007;59(2):219–243.

11. Aydın E. Dünya ve Türk tıp tarihi. Ankara: Güneş Tıp Kitabevi; 2006. 96-97 p.

12. Dent J, Harden R, Hunt D. A practical guide for medical teacher’s 6th edition. Amsterdam: Elsevier; 2021. 120-150 p.

13. Cho AR. A practical guide for medical teachers, 4th edition. Korean J Med Educ. 2015;27(1):55–56.

14. Gülpınar MA, Yeğen BÇ, Kalaça S. Çerçeve eğitim programı geliştirme rehberi-2: mezuniyet öncesi çerçeve eğitim programı. Tıp Eğitimi Dünyası. 2012;35:43–82.

15. Turney BW. Anatomy in a modern medical curriculum. Ann R Coll Surg Engl. 2007 Mar;89(2):104–107.

16. Ramsey-Stewart G, Burgess AW, Hill DA. Back to the future: teaching anatomy by whole-body dissection. Med J Aust. 2010;193(11–12):668–671.

17. Estai M, Bunt S. Best teaching practices in anatomy education: A critical review. Ann Anat. 2016;208:151–157.

18. Schoeb DS, Brennecke E, Andert A, Grommes J, von Trotha KT, Prescher A, et al. Assessment of a course of realistic surgical training during medical education as a tool for pre-residential surgical training. BMC Med Educ. 2016;16(1):45.

19. Morgan H, Zeller J, Hughes DT, Dooley-Hash S, Klein K, Caty R, et al. Applied clinical anatomy: the successful integration of anatomy into specialty-specific senior electives. Surg Radiol Anat. 2017;39(1):95–101.

20. So S, Patel RM, Orebaugh SL. Ultrasound imaging in medical student education: Impact on learning anatomy and physical diagnosis. Anat Sci Educ. 2017;10(2):176–89.

21. Phillips AW, Eason H, Straus CM. Student and recent graduate perspectives on radiological imaging instruction during basic anatomy courses. Anat Sci Educ. 2018;11(1):25–31.

22. McLachlan JC. New path for teaching anatomy: living anatomy and medical imaging vs. dissection. Anat Rec B New Anat. 2004;281(1):4–5.

23. Darras KE, de Bruin ABH, Nicolaou S, Dahlström N, Persson A, van Merriënboer J, et al. Is there a superior simulator for human anatomy education? How virtual dissection can overcome the anatomic and pedagogic limitations of cadaveric dissection. Med Teach. 2018;40(7):752–753.

24. Gholipour B. Disappearing bodies. Sci Am. 2019;321(4):12–15.

25. Darras KE, Spouge R, Hatala R, Nicolaou S, Hu J, Worthington A, et al. Integrated virtual and cadaveric dissection laboratories enhance first year medical students’ anatomy experience: a pilot study. BMC Med Educ. 2019;19(1):366.

26. Kurulu Y. Türkiye’deki tıp fakültesi sayısı [Internet]. 2020 [cited 2021 May 10]. Available from: https://yokatlas.yok.gov.tr/netler-tablo.php?b=10206

27. Tıp Eğitimi Programlarını Değerlendirme ve Akreditasyon Derneği. Türkiye’de akredite eğitim programları [Internet]. 2021 [cited 2021 May 10]. Available from: http://www.tepdad.org.tr