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Latacha, Kimberly; Keim, Sarah; Harmon, Derek; Marzban, Hassan; Lopez, Lisa; Topping, Daniel; Royer, Danielle; Carpenetti, Tiffany; Downs, Mary Beth; Davies, David; Harrell, Kelley; Brooks, William; Cotter, Meghan; McNary, Thomas; Mork, Amy; Wineski, Lawrence; Lewis, Steven; Giannaris, Eustathia Lela; Farias, Anna; Martindale, Jim; Hankin, Mark

Essential Anatomy for General Internal Medicine in the Undergraduate Medical Curriculum

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  • Medientyp: E-Artikel
  • Titel: Essential Anatomy for General Internal Medicine in the Undergraduate Medical Curriculum
  • Beteiligte: Latacha, Kimberly; Keim, Sarah; Harmon, Derek; Marzban, Hassan; Lopez, Lisa; Topping, Daniel; Royer, Danielle; Carpenetti, Tiffany; Downs, Mary Beth; Davies, David; Harrell, Kelley; Brooks, William; Cotter, Meghan; McNary, Thomas; Mork, Amy; Wineski, Lawrence; Lewis, Steven; Giannaris, Eustathia Lela; Farias, Anna; Martindale, Jim; Hankin, Mark
  • Erschienen: Wiley, 2020
  • Erschienen in: The FASEB Journal
  • Sprache: Englisch
  • DOI: 10.1096/fasebj.2020.34.s1.07435
  • ISSN: 0892-6638; 1530-6860
  • Schlagwörter: Genetics ; Molecular Biology ; Biochemistry ; Biotechnology
  • Entstehung:
  • Anmerkungen:
  • Beschreibung: <jats:sec><jats:title>Introduction</jats:title><jats:p>To prepare medical students for clinical training and practice, it is critical to understand the anatomical knowledge considered most important for different clinical specialties.</jats:p></jats:sec><jats:sec><jats:title>Aim</jats:title><jats:p>To address this issue, a consortium of anatomists in the US and Canada is collecting data from clinical educators in Internal Medicine clerkships and electives to identify the anatomy they consider essential.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>An IRB‐approved, online survey (Qualtrics, Seattle, WA) was used to assess the importance of 98 anatomical topics in seven body regions. The study first examined the percentage of Internal Medicine clinical educators (clerkship/elective directors and attending physicians) that considered each anatomical region important to their specialty. Second, the study examined the rank assigned to each anatomical topic using an ordinal scale from 1 (not important) to 4 (essential).</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>At the time of abstract submission, data had been collected from 31 General Internal Medicine clinical educators at 16 medical schools and 43 Hospitalist Internal Medicine clinical educators at 16 medical schools. The percentage of clinical educators that considered each anatomical region important to their specialty were (highest‐to‐lowest): General Internal Medicine – Back (97%), Upper Limb (83%), Lower Limb (79%), Thorax (79%), Abdomen (79%), Pelvis &amp; Perineum (76%), Head &amp; Neck (79%); Hospitalist Internal Medicine – Back (87%), Abdomen (80%), Thorax (82%), Head &amp; Neck (75%), Lower Limb (75%), Pelvis &amp; Perineum (75%), and Upper Limb (61%). Further data analysis has identified the highest ranked anatomical topics in each body region for the General Internal Medicine and Hospitalist Internal Medicine clerkships/electives.</jats:p></jats:sec><jats:sec><jats:title>Discussion and Conclusion</jats:title><jats:p>This database provides detailed information regarding the most clinically relevant anatomical topics as identified by General and Hospitalist Internal Medicine clinical educators. This information can aid in focusing preclinical learning to best prepare medical students for success in their undergraduate and graduate clinical experiences.</jats:p></jats:sec>