Volume 7, Issue 4 p. 302-311
Descriptive Article

An approach toward the development of core syllabuses for the anatomical sciences

Bernard John Moxham

Corresponding Author

Bernard John Moxham

Cardiff School of Biosciences, Cardiff University, Cardiff, Wales, United Kingdom

Correspondence to: Prof. Bernard J. Moxham; Cardiff School of Biosciences, Cardiff University, Museum Avenue, Cardiff, CF10 3AX, Wales, United Kingdom. E-mail: [email protected]Search for more papers by this author
Odile Plaisant

Odile Plaisant

Development, Imaging, and Anatomy Research Unit (URDIA, E.A. 4465), University of Paris Descartes, Sorbonne Paris Cité, School of Medicine, Paris, France

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Claire F. Smith

Claire F. Smith

Anatomy Department, Brighton and Sussex Medical School, University of Sussex, Falmer, United Kingdom

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Wojciech Pawlina

Wojciech Pawlina

Department of Anatomy, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota, United States

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Stephen McHanwell

Stephen McHanwell

School of Medical Sciences Education Development, Newcastle University, Newcastle-on-Tyne, United Kingdom

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First published: 16 April 2014
Citations: 56

Abstract

There is increasingly a call for clinical relevance in the teaching of the biomedical sciences within all health care programs. This presupposes that there is an understanding of what is “core” material within the curriculum. To date, the anatomical sciences have been poorly served by the development of core syllabuses, although there have been commendable attempts to define a core syllabus for gross anatomy in medicine and for some medical specialties. The International Federation of Associations of Anatomists and the European Federation for Experimental Morphology aim to formulate, on an international basis, core syllabuses for all branches of the anatomical sciences. This is being undertaken at the initial stage using Delphi Panels consisting of a team of anatomists, scientists, and clinicians who evaluate syllabus content and accord each element/topic “essential,” “important,” “acceptable,” or “not required” status. Their initial conjectures, published on the International Federation of Associations of Anatomists' website, provide merely a framework to enable anatomical (and other cognate learned) societies and individual anatomists, clinicians, and students to comment upon the syllabuses. This article presents the concepts and methodological approaches underlying the hybrid Delphi process employed. Preliminary findings relating to the development of a neuroanatomy core syllabus are provided to illustrate the methods initially employed by a Delphi Panel. The approach is novel in that it is international in scope, is conceptually democratic, and is developmentally fluid in terms of availability for amendment. The aim is to set internationally recognized standards and thus to provide guidelines concerning anatomical knowledge when engaged in course development. Anat Sci Educ 7: 302–311. © 2014 American Association of Anatomists.