Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92.
{"title":"Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92.","authors":"Syarifah Aisyah Syed Abd Halim, Muhamad Saiful Bahri Yusoff, Mohamad Nurman Yaman, Nurhanis Syazni Roslan, Tg Fatimah Murniwati Tengku Muda, Ramiza Ramza Ramli, Fairrul Kadir, Siti Nurma Hanim Hadie","doi":"10.1080/0142159X.2025.2478876","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Acquiring comprehensive anatomy-related competencies is essential for safe clinical practice, yet evidence on defining core competencies remains limited. This scoping review systematically maps the essential elements of anatomy-related competencies for safe clinical practice, retrieved from published literature, to be adapted into the preclinical undergraduate medical curriculum.</p><p><strong>Method: </strong>Addressing the research question-What constitutes the core elements of anatomy-related competency for safe clinical practice in preclinical undergraduate medical curricula?-the review adhered to the Joanna Briggs Institute scoping review framework. Employing a rigorous three-step search strategy across three electronic databases (EBSCOhost, PubMed, Google Scholar, and Scopus), two independent reviewers screened abstracts and full-text studies for inclusion. Extracted data encompassed bibliographic details, study characteristics, and potential elements of anatomy competency, analyzed using a tool developed iteratively by the research team.</p><p><strong>Results: </strong>The identified competency elements were classified into five domains: cognitive, psychomotor, affective, professional behavior, and personal skill competencies. Within each domain, subdomains elucidate specific elements crucial for students to master for proficiency in anatomy.</p><p><strong>Conclusions: </strong>This review outlines essential anatomy competencies for safe clinical practice, categorizing them into domains and subdomains to strengthen the curriculum. It also provides educators with key competencies for seamless integration into teaching, enhancing anatomy education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-20"},"PeriodicalIF":3.3000,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Medical Teacher","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0142159X.2025.2478876","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose: Acquiring comprehensive anatomy-related competencies is essential for safe clinical practice, yet evidence on defining core competencies remains limited. This scoping review systematically maps the essential elements of anatomy-related competencies for safe clinical practice, retrieved from published literature, to be adapted into the preclinical undergraduate medical curriculum.
Method: Addressing the research question-What constitutes the core elements of anatomy-related competency for safe clinical practice in preclinical undergraduate medical curricula?-the review adhered to the Joanna Briggs Institute scoping review framework. Employing a rigorous three-step search strategy across three electronic databases (EBSCOhost, PubMed, Google Scholar, and Scopus), two independent reviewers screened abstracts and full-text studies for inclusion. Extracted data encompassed bibliographic details, study characteristics, and potential elements of anatomy competency, analyzed using a tool developed iteratively by the research team.
Results: The identified competency elements were classified into five domains: cognitive, psychomotor, affective, professional behavior, and personal skill competencies. Within each domain, subdomains elucidate specific elements crucial for students to master for proficiency in anatomy.
Conclusions: This review outlines essential anatomy competencies for safe clinical practice, categorizing them into domains and subdomains to strengthen the curriculum. It also provides educators with key competencies for seamless integration into teaching, enhancing anatomy education.
期刊介绍：
Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
