Vertical integration of anatomy teaching in the clinical phase of undergraduate medical education: An overview

Abstract

Purpose

Vertical integration in medical education, which means integration of basic sciences teaching in clinical practice, has gained increased scientific interest in modern curricula. We aimed to conduct a review of the literature concerning the outcomes of vertical integration of anatomy teaching in the clinical phase of undergraduate medical education.

Methods

We searched in the databases PubMed, Scopus, ERIC and Cochrane library for articles with the purpose of investigating the outcomes of vertical integration of anatomy teaching in the clinical phase of undergraduate medical education. From each included article we extracted the following data: authors, number of participants, methods of vertical integration of anatomy teaching, outcomes of the educational intervention and their level according to Kirkpatrick hierarchy.

Results

Nine studies were included in the review. Of them, six explored students’ examinations performance, while three studies investigated only participants’ perceptions. The most common strategy of implementation of this integration is the use of a blended anatomy learning approach, mainly involving cadaveric dissection. Overall, the vertical integration of anatomical courses in medical students’ clinical teaching has been accompanied by strongly positive perceptions, while both their anatomical and clinical knowledge was significantly improved.

Conclusions

Vertical integration of anatomy teaching in the medical students’ clinical phase seems to be a highly acceptable and effective educational strategy. Anatomy teachers should be encouraged to deliver courses in conjunction with medical students’ clinical clerkships.