30 research outputs found
Food and Drug Administration guidances on biosimilars: an update for the gastroenterologist
Vitamin A supplementation ameliorates butyric acid-induced intestinal mucosal injury in newborn rats
The Initial Impact of the Anatomical Society Gross Anatomy Core Syllabus for Medicine in the United Kingdom:Student and Teacher Perspectives
âWhat do students studying medicine need to knowâ is an important question for curriculum planners, anatomy educators and students. The Core Regional Anatomy Syllabus (CRAS), published by the Anatomical Society in 2016, contains 156 learning outcomes (LOs) and has informed âwhat needs to be known.â This project explored how CRAS had impacted undergraduate anatomy and anatomists in the United Kingdom. A crossâsectional study was designed in two phases. Phase 1, involved a survey of students in clinical years (N = 164). Phase 2 included a survey of anatomistâs views (n = 50) and focus groups of anatomy educators (N = 16). The studentsâ perspective showed that specific regions of CRAS are deemed less relevant. These were also the body areas where students perceived their anatomical knowledge to be more deficient. Only 46% (n = 75) of students estimated that they knew over 50% (n = 78) of the LOs. Phase two revealed that all anatomists were aware of the syllabus and 48% (n = 24) had checked the CRAS against their own institutional LOs. Anatomists had shared CRAS with colleagues 64% (n = 32) and students at 34% (n = 17), respectively. Fortyâsix percent (n = 23) of anatomists reported having changed their teaching in some way because of CRAS. The focus groups generated four key themes: âsupport for CRAS,â âstandardization and validation,â âprofessional identity,â and âlimitations and leverage.â Overall CRAS has been well received and is establishing itself within the anatomical community as the new standard for anatomy teaching for medical students