Document Detail

Changing concepts of neuroanatomy teaching in medical education.
MedLine Citation:
PMID:  22004321     Owner:  NLM     Status:  In-Data-Review    
Background: Anatomy teaching is often described as foundational in the education of physicians, but in recent years there has been increasing pressure on teachers of neuroanatomy to justify its place in the curriculum. Summary: This article examines theoretical assumptions that have traditionally influenced the neuroanatomy curriculum and explains how evolution of thought in the field of medical education has led to a shift in how the pedagogy of neuroanatomy is conceptualized. Conclusions: The widespread adoption of competency-based education, the emphasis on outcome-based objectives, patient- and learner-centered approaches, and a renewed interest in humanistic aspects of medical education have all contributed to a changing educational milieu. These changes have led to a number of curricular innovations. However, questions remain as to what should be taught to medical learners, and how best to teach it.
Lara Hazelton
Publication Detail:
Type:  Journal Article    
Journal Detail:
Title:  Teaching and learning in medicine     Volume:  23     ISSN:  1532-8015     ISO Abbreviation:  Teach Learn Med     Publication Date:  2011 Oct 
Date Detail:
Created Date:  2011-10-18     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  8910884     Medline TA:  Teach Learn Med     Country:  United States    
Other Details:
Languages:  eng     Pagination:  359-64     Citation Subset:  IM    
a Department of Psychiatry , Dalhousie University , Halifax , Nova Scotia , Canada.
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