TY  - JOUR
A1  - ,  
T1  - Pedagogic evaluation of anatomical teaching for a medical and surgical degree at the University of Granada
JO  - Eur. J. Anat.
SN  - 1136-4890
Y1  - 2007
VL  - 11
SP  - 121
EP  - 124
UR  - http://www.eurjanat.com/web/paper.php?id=07S10121
KW  - conference paper
KW  - health care organization
KW  - health care personnel
KW  - health program
KW  - medical assessment
KW  - medical decision making
KW  - medical education
KW  - pedagogics
KW  - questionnaire
KW  - surgical anatomy
KW  - university hospital
N2  - Anatomy has been classically considered as a basic foundation for the teaching of medicine, developing a decisive role in medical education and for future professional activity. But, in common with other scientific disciplines, it has grown simultaneously with technology and communication sciences and in a much prescribed manner. The purpose of our study was to estimate different parameters related to the quality of the anatomical teaching at the University of Granada. In trying to achieve this, we have focused on the Human Anatomy I and II courses (given in the first and second years of the medical degree respectively). Once the examinations in these courses were completed, a questionnaire was filled by the students in which they had to estimate, in a one to five range, the adaptation and the adjustment of different aspects related to the development of the course. The results indicated that the students were in favour of practical classes compared to theoretical tuition. On the other hand, the pedagogical organisation of the courses was highly valued by the students, particularly in relation to the adaptation of programme objectives and to the recommended bibliography (both for textbooks and atlases). The best estimated didactic resource for the practical aspect of the subject was the use of human anatomical specimens, and the most favoured procedure in the theoretical classes was the use of the blackboard. For the examinations and assessments, no special preference for any evaluation method was found, but the use of complementary papers (e.g. use of monographs, oral expositions) was considered by the students to be of very little importance.
ER  -