‘We need one more hour solely based on anatomy… Give us anatomy!’: Early-year learner perceptions of anatomy within an integrated & case-based learning osteopathy curriculum
- Publisher:
- ELSEVIER SCI LTD
- Publication Type:
- Journal Article
- Citation:
- International Journal of Osteopathic Medicine, 2020, 36, pp. 49-54
- Issue Date:
- 2020-06-01
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| 1-s2.0-S1746068919301415-main.pdf | Published version | 220.69 kB |
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© 2020 Elsevier Ltd Background: Integrated curricula, where the teaching of basic and clinical sciences is combined horizontally and vertically, have received increasing attention in the health professions education literature. This structure is thought to better prepare learners for the clinical learning environment and their future work as a health professional. Our research aimed to explore student perceptions of anatomy within an integrated curriculum underpinned by case-based learning (CBL). Methods: Two focus groups using semi-structured questions were conducted with year 1 learners. Audio-recorded data was then thematically analysed through a constructivist lens. Results: Thirteen students participated. Participants recognized the value of anatomy for their future work and ascribed it a high priority for their learning, including asking for greater anatomy contact hours. CBL does not assist in learning anatomy per se, rather it provides context, enhances its relevance to future work, and unifies the curriculum. With the exception of anatomy and biomechanics, students had trouble recognizing other components of the integrated biomedical sciences subject (e.g. physiology and pathology). This outward disconnect resulted in confusion. However, participants reported strong links between the basic science and clinical skills units. Conclusions: Study outcomes suggest learners appreciate the integrated curriculum structure in the early stages of their anatomy learning. Its high value may be related to perceived difficulty of this content, or the hidden curriculum privileging anatomy over subject content. Integrated subjects need to balance content to ensure it is reflective of future practice, and signpost to assist learners to navigate the subject and facilitate their learning.
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