07 August 2015 Volume :3 Issue :36

Latest Trends in Human Anatomy Teaching and Learning Debated

Latest Trends in Human Anatomy Teaching and Learning Debated
Dr Tudor Chinnah.

Clinical Anatomy academics discussed trends in the modern medical education curriculum for human anatomy teaching and learning during a stimulating public lecture at UKZN delivered by visiting scholar, Dr Tudor Chinnah of the University of Exeter Medical School in the United Kingdom

The Lecture was part of Chinnah’s week-long program, visiting the School of Laboratory Medicine and Medical Sciences’ (LMMS) Discipline of Clinical Anatomy (DOCA) as the guest of senior lecturer, Dr Onyemaechi Azu.

Currently a Senior Lecturer in Human Anatomy and Clinical Education in the University of Exeter Medical School and Academic Lead in Anatomy Curriculum for the undergraduate medical programme, Chinnah is also an external examiner for the University of Manchester’s Medical School as well as a visiting scholar at the University of Port Harcourt in Nigeria.

Chinnah serves on the editorial board of numerous national and international journals including BioMed Central Medical Education, Medical Education, Clinical Anatomy, and African Journal of Traditional, Complementary and Alternative Medicine. He is also a distinguished member of several national and international associations and professional bodies.

DOCA was a hive of activity during Chinnah’s visit. He lectured postgraduate students, giving them an overview of the principles and key concepts of congenital malformation, demonstrated a typical problem-based learning session and improved their understanding of teaching and learning methods of clinically applied human anatomy as well as outlining the principles of human development and application in research.

His Public Lecture focused on a paradigm shift for change drivers in modern medical education and anatomy curriculum with participants discussing various innovative approaches to human anatomy teaching and learning. 

Chinnah said medical education needed to service the needs of the country through training locally relevant students, ‘It is not a case of the supremacy of one pedagogical approach over another.

‘Anatomy still maintains its relevance and remains one of the cornerstones of medical education,’ said Chinnah, advocating the establishment of a centre of medical education within medical schools and colleges as well as a review of national core anatomy curriculum in medical schools.

Chinnah said acquiring anatomy knowledge should not only be seen through the lens of cadaver and cadaver dissection or factual details. Rather, ‘anatomy curriculum should be one that embraces the current paradigm shift in modern medical education’.

There was an interactive question and answer session on innovative ways for life-long learning in medical education.

Lunga Memela

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