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ASSESSING THE ROLE OF CLINICAL-RELEVANT CONTENT IN ANATOMY
CURRICULUM FOR MEDICAL UNDERGRADUATES
Urinova Shahnoza Sharifovna
Assistant at the Alfraganus University
Email: shaxnozaurinova1@gmail.com
https://doi.org/10.5281/zenodo.15879413
Introduction
Human anatomy is the foundational discipline that explores the structure and
organization of the human div. With the growing demand for medical professionals across
areas such as public health, healthcare policy, clinical delivery, and multidisciplinary medicine,
mastering anatomy has become an essential competency for medical graduates.
Traditionally, anatomy instruction has relied on six main approaches: student-led
dissections, cadaveric specimen analysis, didactic lectures, anatomical models, computer-
assisted tools, and the study of living and radiological anatomy. Despite their long-standing use,
these methods often fall short in bridging the gap between basic science and clinical application.
Many students are left memorizing content without developing a deep conceptual
understanding. This disconnect can hinder the development of clinical reasoning, spatial
awareness, and the ability to apply anatomical knowledge effectively in medical practice.
To address these challenges, recent studies have explored a variety of innovative teaching
strategies to improve anatomy education. Among the most promising are the flipped classroom
model, which blends asynchronous and synchronous learning to promote active engagement,
and problem-based learning (PBL), where students collaborate to solve clinical problems,
fostering critical thinking and applied understanding.
In our institution, we have piloted similar reforms, introducing a group-reporting
approach during anatomy labs for international students and incorporating both team-based
learning and PBL into systematic anatomy modules. While these innovations enhance student
interaction and engagement, they often fall short of deeply integrating clinical relevance into
anatomy teaching.
The most effective strategies for modern anatomy education appear to be multimodal and
system-based approaches that combine various complementary resources. Research indicates
that integrating diverse instructional methods leads to better learning outcomes by fostering a
more connected and practical grasp of anatomical knowledge.
In this study, we propose a model of clinically relevant learning that gradually
incorporates clinical exposure throughout both theoretical and practical anatomy instruction.
This approach aims to serve as a foundation for future educational reforms and provide
valuable insights for medical institutions, particularly those at the provincial level.
Clinically-Relevant Human Anatomy Course Reform
In the second semester of the 2024–2025 academic year, reforms were initiated to
incorporate clinically relevant learning into the “Human Anatomy” course. While the total
number of contact hours remained unchanged, the distribution between theoretical instruction
and cadaver dissection sessions also stayed consistent. The theoretical component of the course
was restructured into four key elements.
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First, a new introductory session titled “The First Lesson” was introduced to educate
students about div donation. This lesson aimed to foster an understanding of the course’s
ethical foundations and promote a sense of respect and gratitude toward the donors.
Second, approximately one-third of the theoretical contact hours were dedicated to
linking anatomical structures with common clinical conditions. This integration was designed
to enhance students' comprehension of structural features, spatial orientation, and functional
relationships of organs within each system. For instance, following instruction on the
musculoskeletal system, the concept of ossification centers was introduced to help students
better understand the arrangement and development of carpal bones.
Third, after completing lectures on five major systems, students participated in surgical
observation sessions—referred to as the "Second Clinical Classroom." These sessions were led
by clinicians, surgeons, and radiologists rather than anatomy instructors. For example, after
covering the musculoskeletal system, students observed a total hip replacement surgery;
similarly, following the digestive system lecture, a cholecystectomy procedure was
demonstrated.
Clinically-Relevant Learning in the “Regional Anatomy” Course
Similar to the reforms made in the “Human Anatomy” course, the “Regional Anatomy”
course begins with a respectful and reflective “Opening Ceremony,” emphasizing the
importance of div donation and cultivating a sense of gratitude and ethical responsibility
among students.
Prior to each session, students are provided with preparatory materials via an online
platform. These resources enable them to engage in self-directed learning and familiarize
themselves with the specific regions of the human div covered in the course, such as the head
and neck, thorax, abdomen, pelvic perineum, spine, and upper and lower limbs.
During classroom instruction, a problem-oriented teaching approach is employed.
Instructors introduce clinically relevant cases aligned with the anatomical region being studied.
Through case analysis, students explore key surgical considerations, including appropriate
incision placement, anatomical planes, and identification of critical blood vessels and nerves to
avoid during procedures.
The course structure follows a clinically driven sequence—beginning with practical
clinical insights and guiding students from initial observation to deeper anatomical
understanding. This method bridges theoretical knowledge with its application in clinical
contexts, enhancing both comprehension and clinical reasoning.
Results
Participant Demographics and Academic Background
Among the survey respondents, 59.6% were female and 40.4% were male. Regarding
academic standing, 57.8% of participants were fourth-year students, while the remaining
42.2% were in their fifth year.
Within the subgroup of international students, males made up 75.0%, and females 25.0%.
A majority of these international students (75.0%) were in their fifth year, while the remaining
25.0% were in their fourth year.
In terms of academic specialization, the majority of students (93.6%) were enrolled in the
clinical medicine program, whereas 6.4% were pursuing a major in medical imaging.
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The survey achieved a 100% response rate, and all students completed their internships
at the affiliated hospital of Tashkent medical academy.
Student Feedback on the Traditional Anatomy Curriculum
The findings from the questionnaire survey reveal a moderate level of student satisfaction
with the traditional anatomy curriculum. Only 34.9% of respondents reported being very
satisfied, while 24.8% indicated general satisfaction. In contrast, a significant portion—
40.4%—expressed neutral or negative views, with 19.3% remaining neutral, 14.7%
dissatisfied, and 6.4% reporting strong dissatisfaction.
Students raised several concerns regarding the traditional approach, particularly
criticizing its heavy focus on theoretical instruction at the expense of practical and clinical
application. Notably, only 14.7% of participants felt that the course effectively integrated
clinical knowledge, whereas a majority—85.3%—believed that clinical content was
insufficiently addressed. Furthermore, 2.8% of students strongly emphasized that the course
was severely lacking in clinical relevance.
Discussion
This study introduced a clinically relevant approach within the anatomy curriculum. Prior
to the implementation, a questionnaire was conducted to assess undergraduate medical
students’ perceptions of the traditional anatomy course, gather their feedback and expectations
for experiential learning, and establish a foundation for effective reform.
The survey results indicated that students’ overall satisfaction with their anatomy
education, as well as their confidence in their anatomical knowledge, was relatively low. A
significant number of respondents expressed a strong interest in clinical surgery and viewed it
as a potential gateway for introducing clinically oriented learning. This interest reflects a
growing demand among students for educational experiences that connect theoretical anatomy
with real-world clinical applications.
Following the curriculum reform, a comparative analysis was conducted between
students who experienced the revised course and those who followed the traditional model.
The results demonstrated that the reformed curriculum not only improved students’
comprehension and anatomical competence but also had a positive impact on their academic
performance in both daily assessments and final examinations.
Among existing teaching strategies in anatomy, problem-based learning (PBL) and
lecture-based instruction remain the most widely used. While many studies have evaluated
these approaches by examining student satisfaction, teaching effectiveness, learning outcomes,
and knowledge retention, the evidence remains mixed. In our context, although similar
methods were employed, student feedback revealed a relatively low satisfaction rate. Nearly
half of the participants expressed neutral or negative views about the current curriculum, citing
an overemphasis on theoretical content, which they found disengaging and insufficiently
connected to clinical practice.
Numerous prior studies have explored the integration of clinical content into anatomy
instruction and consistently reported positive student attitudes toward such approaches. While
much of this research has focused on specialized areas of anatomy, our study extends these
findings to the broader context of undergraduate medical education. This further reinforces the
importance of integrating clinical application across all levels of anatomical instruction.
Conclusions
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The results of this study suggest that students hold a favorable attitude toward clinically
relevant teaching methods. Students who actively participated in the reformed anatomy
curriculum demonstrated superior performance in both daily assessments and final
examinations for the “Human Anatomy” and “Regional Anatomy” courses, compared to those
who followed the traditional model.
Looking ahead, further research is needed to broaden the participant base, involve a
larger cohort of students in this instructional approach, and assess its long-term educational
outcomes.
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