Elements of Core Anatomy Competency in a Preclinical Undergraduate Medical Program: A Best Evidence in Medical Education (BEME) Scoping Review: BEME Review No. 92.
Saved in:
| 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: | Syed Abd Halim, Syarifah Aisyah1,2 (AUTHOR), Yusoff, Muhamad Saiful Bahri1 (AUTHOR), Yaman, Mohamad Nurman3 (AUTHOR), Roslan, Nurhanis Syazni1 (AUTHOR), Tengku Muda, Tg Fatimah Murniwati4 (AUTHOR), Ramli, Ramiza Ramza5 (AUTHOR), Kadir, Fairrul6 (AUTHOR), Hadie, Siti Nurma Hanim7 (AUTHOR) snurma@usm.my |
| Source: | Medical Teacher. Nov2025, Vol. 47 Issue 11, p1719-1738. 20p. |
| Subject Terms: | *Medical education, *Clinical competence, *Computer literacy, *National competency-based educational tests, *Affect (Psychology), *Cognition, Professionalism, Introspection, Research funding, Anatomy, Systematic reviews, MEDLINE, Psychology of movement, Online information services, Self-perception |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| 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. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2025.2478876 |
