Journal of Universal Surgery

  • ISSN: 2254-6758
  • Journal h-index: 6
  • Journal CiteScore: 0.94
  • Journal Impact Factor: 0.82
  • Average acceptance to publication time (5-7 days)
  • Average article processing time (30-45 days) Less than 5 volumes 30 days
    8 - 9 volumes 40 days
    10 and more volumes 45 days
Awards Nomination 20+ Million Readerbase
Indexed In
  • Genamics JournalSeek
  • Directory of Research Journal Indexing (DRJI)
  • OCLC- WorldCat
  • Euro Pub
  • Google Scholar
  • J-Gate
  • International Committee of Medical Journal Editors (ICMJE)
  • Zenodo
Share This Page

Editorial - (2018) Volume 6, Issue 1

Anatomy: An Essential Course for Future Surgeons

Gregory Tsoucalas*

Department of Anatomy, Democritus University of Thrace, Alexandroupolis, Greece

*Corresponding Author:

Gregory Tsoucalas
Department of Anatomy, Democritus
University of Thrace, Alexandroupolis,
Tel: +302421078583

Received date: January 27, 2018; Accepted date: January 31, 2018; Published date: February 05, 2018

Citation: Tsoucalas G (2018) Anatomy: An Essential Course for Future Surgeons. J Univer Surg. Vol.6 No.1:8 doi:10.21767/2254-6758.100098

Visit for more related articles at Journal of Universal Surgery

Globally, students with top cognitive performance and high intellectual capacity usually have as their main goal to study medicine. However, once students get enrolled in Medical Schools, their academic performance varies widely [1]. Some scholars believe that this is due to educational programs. Students usually perceive anatomy as a more challenging subject than other. Thus, the resulting anxiety surrounding this perception may have a significant contribution towards a poor performance in anatomy course. Although teaching personnel has the perception of a normal balance between teaching and learning, reality testifies that performance grades in pregraduate courses are often low [2]. Medicine evolves with giant steps towards a new era and anatomy tries to cope with new challenges. Although engagement with technology-enhanced learning programs in anatomy seems to provide clear evidence of better learning resources, there is a failing gab when it comes to provide comprehensive causative evidence [3]. However, it is not only technology which provokes the need for anatomy to be evolved. New teaching approaches endeavour to cherish anatomy into the spotlight. Thus, new medical terms arose in that purpose and "Clinical anatomy", "Surgical anatomy", and "Descriptive anatomy" were born. As those terms emerged, anatomy theoretically regained its cardinal position in pre-clinical courses. On the other had, students faced new psychic barriers trying to acquire new knowledge which always have been taken as difficult to be acquired. The integration of different learning approaches, new technologies, online teaching and course activities which could be combined with traditional face-to-face teaching methodology, may advance educational experience [4]. Anatomy has always been a leading basic medical course, the foundation for a physician to be completed as a health scientist. Studies suggested that anatomy demonstrator programmes provide prevocational physicians with unique opportunities to improve their anatomical knowledge, to develop surgical skills and competencies in a non-clinical setting, and to ameliorate teaching skills and scholarly activity [5]. Blended education programs allied to bedside teaching, incorporating multimedia, e-learning, web material, simulators, multidisciplinary approaches, pre-prepared materials for case based discussion and lectures and tutor notes, are implemented for trainee and specialized surgeons [6]. Apart from the fact that the whole cluster of educational interventions are based upon anatomy, an anatomy workshop itself as a supplementary education with an emphasis on the basics may further improve performance [7]. All medical disciplines, from primary health service to surgery, are based upon a keystone... "anatomy". Despite the fact that technology infiltrated medicine to replace human skills, learning experience from the old school anatomy to clinical anatomy and from microanatomy to 3D anatomy, it all comes to macro/ micro forms, structures, shapes, sizes and locations. Modern era anatomy will have to succeed in teaching challenges if it is for physicians and especially future surgeons to achieve higher level of treatment success. Surgeons should above all be skilful anatomists, as in-depth knowledge of anatomy and surgery are complementary to each other both in class rooms and operating rooms [8]. Medical students positively evaluated a Surgical Anatomy Course as useful and beneficial regarding the understanding of various anatomical structures, a necessary addition for further surgical education [9]. Furthermore, studies indicate that anatomy demonstrating delivers important benefits to early surgical trainees. New teaching strategies should always be considered for trainees' anxiety and poor performance to be avoided. Knowledge of clinical anatomy as a basic core subject is fundamental for all surgeons and as hard as it may be, learning of both basic anatomy and surgical anatomy is paramount.



  1. Joshi AS, Ganjiwale JD, Varma J, Singh P, Modi JN, et al. (2017) Qualitative assessment of learning strategies among medical students using focus group discussions and in-depth interviews. Int J Appl Basic Med Res 7: S33-S37.
  2. Eleazer CD, Scopa Kelso R (2018) Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory. Anat Sci Educ.
  3. Clunie L, Morris NP, Joynes VCT, Pickering JD (2017) How comprehensive are research studies investigating the efficacy of technology-enhanced learning resources in anatomy education? A systematic review. Anat Sci Educ.
  4. Khalil MK, Abdel Meguid EM, Elkhider IE (2018) Teaching of anatomical sciences: A blended learning approach. Clin Anat.
  5. Baker RC, Spence RA, Boohan M, Dorman A, Stevenson M, et al. (2015) A novel approach to improve undergraduate surgical teaching. Ulster Med J 84: 30-36.
  6. Scott J, Louw G, Kahn D (2017) The value of supplementary anatomy workshops for improving undergraduate performance. S Afr J Surg 55: 46-49.
  7. Singh R, Tubb RS (2015) Should a highly skilled surgeon be an advanced anatomist first? - A view point. Basic Sci Medi 4: 53-57.
  8. Smith CF, Gami B, Standfield N, Davies DC (2017) The role of anatomy demonstrators: A surgical trainees' perspective. Clin Anat.
  9. Torres K, Denisow-Pietrzyk M, Pietrzyk Ł, Maciejewski R, Torres A (2017) Does simulation-based training facilitate the integration of human anatomy with surgery? A report of a novel surgical anatomy course. Folia Morphol (Warsz).