Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92.

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.