Imperial College London
Alternate

Professor the Lord Darzi of Denham PC KBE FRS FMedSci HonFREng

Faculty of Medicine, Department of Surgery & Cancer

Co-Director of the IGHI, Professor of Surgery
 
 
 
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Contact

 

+44 (0)20 3312 1310a.darzi

 
 
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Location

 

Queen Elizabeth the Queen Mother Wing (QEQM)St Mary's Campus

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Summary

 

Publications

Citation

BibTex format

@article{Ahmed:2011:10.1016/j.surge.2010.11.028,
author = {Ahmed, K and Rowland, S and Patel, VM and Ashrafian, H and Davies, DC and Darzi, A and Athanasiou, T and Paraskeva, PA},
doi = {10.1016/j.surge.2010.11.028},
journal = {Surgeon},
pages = {312--317},
title = {Specialist anatomy: Is the structure of teaching adequate?},
url = {http://dx.doi.org/10.1016/j.surge.2010.11.028},
volume = {9},
year = {2011}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - BACKGROUND: A knowledge and understanding of specialist anatomy, which includes radiological, laparoscopic, endoscopic and endovascular anatomy is essential for interpretation of imaging and development of procedural skills. METHODS AND MATERIALS: Medical students, specialist trainees and specialists from the London (England, UK) area were surveyed to investigate individual experiences and recommendations for: (1) timing of the introduction of specialist anatomy teaching, and (2) pedagogical methods used. Opinions relating to radiological, laparoscopic, endoscopic and endovascular anatomy were collected. Non-parametric tests were used to investigate differences in recommendations between specialist trainees and specialists. RESULTS: Two hundred and twenty-eight (53%) individuals responded to the survey. Imaging was most commonly used to learn radiological anatomy (94.5%). Procedural observation was most commonly used to learn laparoscopic (89.0%), endoscopic (87.3%) and endovascular anatomy (66.2%). Imaging was the most recommended method to learn radiological anatomy (92.1%). Procedural observation was the most recommended method for learning laparoscopic (80.0%), endoscopic (81.2%) and endovascular anatomy (42.5%). Specialist trainees and specialists recommended introduction of specialist anatomy during undergraduate training. CONCLUSION: Although the methods for specialist anatomy learning are in practice, there is no consensus on timing and structure within the anatomy curriculum. Recommendations from trainees and specialists should be considered so that the existing curriculum can be refined to maximise learning outcomes.
AU  - Ahmed,K
AU  - Rowland,S
AU  - Patel,VM
AU  - Ashrafian,H
AU  - Davies,DC
AU  - Darzi,A
AU  - Athanasiou,T
AU  - Paraskeva,PA
DO  - 10.1016/j.surge.2010.11.028
EP  - 317
PY  - 2011///
SN  - 1479-666X
SP  - 312
TI  - Specialist anatomy: Is the structure of teaching adequate?
T2  - Surgeon
UR  - http://dx.doi.org/10.1016/j.surge.2010.11.028
VL  - 9
ER  -
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