To the Editor.—
For the past four years, the gross anatomy course for medical students at the University of Iowa has been increasingly centered on the use of the student's "physician" motivation.1 Course objectives have been carefully selected on the basis of the skills the student is likely to need either to facilitate his studies in medical school or his work after graduation.2 Once weekly, an eminent practicing physician has talked to the class about his everyday tasks and in doing so has demonstrated his use of anatomy in them. Weekly sessions have been used to teach some of the basic skills of physical diagnosis in so far as they can be used to demonstrate the normal anatomy of his colleagues. Clinical problems, dependent for their solutions on basic anatomy, have been made available in simulated form on teaching machines for the students to examine at their leisure.
Moffatt D, Metcalf WK. Relevance in Gross Anatomy Teaching. JAMA. 1972;220(5):725–726. doi:10.1001/jama.1972.03200050063019
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