Medical students and post-graduate medical specialists, for example, physicians, surgeons, anaesthesiologists and gynaecologists require more than a simple impression of anatomy. A consensus exists that the study of anatomy by dissection provides the most realistic command of continuity, and embryological forming,essential for safe, effective clinical practice in medicine. Evidence demonstrates effective pedagogies are linked to teacher behaviour, level of teacher knowledge and understanding of anatomy. Importantly, a student’s metacognition is significantly influenced by a teachers beliefs. For example, teaching an anatomy of ‘parts,’ without due attention to continuity, can compound a student’s belief that the human body has discontinuous ‘parts’ therefore lacking the “wholistic” continuity implicit in the tensegrity model of biologic form. Classically, anatomy has long been taught in continuity with embryology, physiology and histology, providing a robust academic foundation in the adjacency of form and function. This illustrates an existing recognition that the human body works as a wholistic entity and that any re-arrange mentor change can affect the global health of an individual. Medical anatomy teachers should, therefore possess the pedagogical knowledge to support an accurate vision of a wholistic, unified body.
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