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Enhancing the learning experience of embryology for medical students

Authors Patel CR, Maleki A, Kulkarni S

Received 27 December 2017

Accepted for publication 21 January 2018

Published 1 March 2018 Volume 2018:9 Pages 139—141

DOI https://doi.org/10.2147/AMEP.S160915

Checked for plagiarism Yes

Editor who approved publication: Dr Anwarul Azim Majumder


Chandni Rajesh Patel, Aryan Maleki, Sagar Kulkarni

Faculty of Medicine, Barts and The London School of Medicine and Dentistry, London, UK

We read with great interest the paper by Kazzazi and Bartlett demonstrating the ability to successfully teach a 2-hour embryology program to first-year medical students in a chronological systems-based manner.1 Birth defects are a leading cause of infant mortality, accounting for around 25% of infant deaths,2 justifying the inclusion of embryological education into medical training. As medical students in our clinical years, we have experienced firsthand the use of text and static images to teach embryology in our increasingly crowded curriculum. However, unlike topics such as anatomy that require more factual recall, embryology necessitates a deeper understanding of the physiological processes. Accordingly, teaching styles should reflect this difference as students might struggle to adapt to an unfamiliar form of learning.

View the original paper by Kazzazi and Bartlett.

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