The recognition of basic-clinical concepts using international anatomical terminology for medical training

Abstract

Introduction: The importance of knowledge and a command of anatomy in the training of medical students starts from the first year of university as surgeon physician; therefore, fostering the use of the international anatomical terminology (TAI) in the learning of this subject contributes to the integration of the knowledge that guarantees students will be able to fulfil the tasks and responsibilities of their professional practice (professional competencies), in addition to reinforcing their use and application throughout the clinical cycles. 

Objective: To present the knowledge of TAI of basic-clinical concepts in two different years of medical student training.

Method: A questionnaire-like tool was developed that looked for the association of basic anatomical knowledge with the appropriate use of medical terminology. This tool uses the knowledge of the international anatomical language as differential criterion and compares the use of such language in two medical student (first year and clinical cycles) populations. 

Results: It was found that there is a higher recognition of eponyms in both groups. Likewise, correct answers are more frequent among clinical cycle students, getting higher marks when assessed, than among first year students.

Conclusions: Anatomical knowledge in medical students is not obtained by studying the TAI, as there is a higher recognition of basic medical-clinical concepts of Anatomy that use eponyms, which conflicts with the main purpose of the academic program. It is considered that anatomical knowledge must facilitate the integration of the universal medical knowledge by the management and application of an international anatomical language coherent with both the current context of the syllabus and the graduate profile.