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  • JANAT-2019-0059 R1 27032019 (Gabrielle Finn)

    Rights statement: This is the peer reviewed version of the following article: Holland, J. C., Smith, C. , O'Shea, M. , Stewart, J. , Ockleford, C. and Finn, G. M. (2019), The anatomical society core embryology syllabus for undergraduate medicine. J. Anat.. doi:10.1111/joa.13023 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/joa.13023 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

    Accepted author manuscript, 1.02 MB, PDF document

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

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The Anatomical Society Core Embryology Syllabus for undergraduate medicine

Research output: Contribution to journalJournal articlepeer-review

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The Anatomical Society Core Embryology Syllabus for undergraduate medicine. / Holland , Jane ; Smith, Claire; O'Shea, Marie; Stewart, Jane; Ockleford, Colin Douglas; Finn, Gabrielle.

In: Journal of Anatomy, Vol. 235, No. 4, 01.10.2019, p. 847-860.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Holland , J, Smith, C, O'Shea, M, Stewart, J, Ockleford, CD & Finn, G 2019, 'The Anatomical Society Core Embryology Syllabus for undergraduate medicine', Journal of Anatomy, vol. 235, no. 4, pp. 847-860. https://doi.org/10.1111/joa.13023

APA

Holland , J., Smith, C., O'Shea, M., Stewart, J., Ockleford, C. D., & Finn, G. (2019). The Anatomical Society Core Embryology Syllabus for undergraduate medicine. Journal of Anatomy, 235(4), 847-860. https://doi.org/10.1111/joa.13023

Vancouver

Holland J, Smith C, O'Shea M, Stewart J, Ockleford CD, Finn G. The Anatomical Society Core Embryology Syllabus for undergraduate medicine. Journal of Anatomy. 2019 Oct 1;235(4):847-860. https://doi.org/10.1111/joa.13023

Author

Holland , Jane ; Smith, Claire ; O'Shea, Marie ; Stewart, Jane ; Ockleford, Colin Douglas ; Finn, Gabrielle. / The Anatomical Society Core Embryology Syllabus for undergraduate medicine. In: Journal of Anatomy. 2019 ; Vol. 235, No. 4. pp. 847-860.

Bibtex

@article{9e110807129d4a6f81c8ef4011d9e6ba,
title = "The Anatomical Society Core Embryology Syllabus for undergraduate medicine",
abstract = "A modified Delphi methodology was used to develop a consensus regarding a series of learning outcome statements to act as the foundation of an undergraduate medical core embryology syllabus. A Delphi panel was formed by recruiting stakeholders with experience in leading undergraduate teaching of medical students. The panel (n=18), including anatomists, embryologists and practising clinicians, were nominated by members of Council and/or the Education Committee of the Anatomical Society. Following development of an a priori set of learning outcome statements (n=62) by the authors, panel members were asked in the first of a two-stage process to {\textquoteleft}accept{\textquoteright}, {\textquoteleft}reject{\textquoteright} or {\textquoteleft}modify{\textquoteright} each learning outcome, to propose additional outcomes if desired. In the second stage, the panel were asked to either accept or reject sixteen statements which had either been modified, or had failed to reach consensus, during the first Delphi round. Overall, sixty-one of sixty-two learning outcome statements, each linked to examples of clinical conditions to provide context, achieved an 80% level of agreement following the modified Delphi process and were therefore deemed accepted for inclusion within the syllabus. The proposed syllabus allows for flexibility within individual curricula, while still prioritising and focusing on the core level of knowledge of embryological processes by presenting the essential elements to all newly-qualified doctors, regardless of their subsequent chosen specialty. ",
keywords = "anatomy education, embryology education, integrated curriculum, medical education, syllabus, undergraduate education",
author = "Jane Holland and Claire Smith and Marie O'Shea and Jane Stewart and Ockleford, {Colin Douglas} and Gabrielle Finn",
note = "This is the peer reviewed version of the following article: Holland, J. C., Smith, C. , O'Shea, M. , Stewart, J. , Ockleford, C. and Finn, G. M. (2019), The anatomical society core embryology syllabus for undergraduate medicine. J. Anat.. doi:10.1111/joa.13023 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/joa.13023 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving. ",
year = "2019",
month = oct,
day = "1",
doi = "10.1111/joa.13023",
language = "English",
volume = "235",
pages = "847--860",
journal = "Journal of Anatomy",
issn = "0021-8782",
publisher = "Wiley-Blackwell",
number = "4",

}

RIS

TY - JOUR

T1 - The Anatomical Society Core Embryology Syllabus for undergraduate medicine

AU - Holland , Jane

AU - Smith, Claire

AU - O'Shea, Marie

AU - Stewart, Jane

AU - Ockleford, Colin Douglas

AU - Finn, Gabrielle

N1 - This is the peer reviewed version of the following article: Holland, J. C., Smith, C. , O'Shea, M. , Stewart, J. , Ockleford, C. and Finn, G. M. (2019), The anatomical society core embryology syllabus for undergraduate medicine. J. Anat.. doi:10.1111/joa.13023 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/joa.13023 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

PY - 2019/10/1

Y1 - 2019/10/1

N2 - A modified Delphi methodology was used to develop a consensus regarding a series of learning outcome statements to act as the foundation of an undergraduate medical core embryology syllabus. A Delphi panel was formed by recruiting stakeholders with experience in leading undergraduate teaching of medical students. The panel (n=18), including anatomists, embryologists and practising clinicians, were nominated by members of Council and/or the Education Committee of the Anatomical Society. Following development of an a priori set of learning outcome statements (n=62) by the authors, panel members were asked in the first of a two-stage process to ‘accept’, ‘reject’ or ‘modify’ each learning outcome, to propose additional outcomes if desired. In the second stage, the panel were asked to either accept or reject sixteen statements which had either been modified, or had failed to reach consensus, during the first Delphi round. Overall, sixty-one of sixty-two learning outcome statements, each linked to examples of clinical conditions to provide context, achieved an 80% level of agreement following the modified Delphi process and were therefore deemed accepted for inclusion within the syllabus. The proposed syllabus allows for flexibility within individual curricula, while still prioritising and focusing on the core level of knowledge of embryological processes by presenting the essential elements to all newly-qualified doctors, regardless of their subsequent chosen specialty.

AB - A modified Delphi methodology was used to develop a consensus regarding a series of learning outcome statements to act as the foundation of an undergraduate medical core embryology syllabus. A Delphi panel was formed by recruiting stakeholders with experience in leading undergraduate teaching of medical students. The panel (n=18), including anatomists, embryologists and practising clinicians, were nominated by members of Council and/or the Education Committee of the Anatomical Society. Following development of an a priori set of learning outcome statements (n=62) by the authors, panel members were asked in the first of a two-stage process to ‘accept’, ‘reject’ or ‘modify’ each learning outcome, to propose additional outcomes if desired. In the second stage, the panel were asked to either accept or reject sixteen statements which had either been modified, or had failed to reach consensus, during the first Delphi round. Overall, sixty-one of sixty-two learning outcome statements, each linked to examples of clinical conditions to provide context, achieved an 80% level of agreement following the modified Delphi process and were therefore deemed accepted for inclusion within the syllabus. The proposed syllabus allows for flexibility within individual curricula, while still prioritising and focusing on the core level of knowledge of embryological processes by presenting the essential elements to all newly-qualified doctors, regardless of their subsequent chosen specialty.

KW - anatomy education

KW - embryology education

KW - integrated curriculum

KW - medical education

KW - syllabus

KW - undergraduate education

U2 - 10.1111/joa.13023

DO - 10.1111/joa.13023

M3 - Journal article

VL - 235

SP - 847

EP - 860

JO - Journal of Anatomy

JF - Journal of Anatomy

SN - 0021-8782

IS - 4

ER -