Historical perspective—Anatomy down the ages in Australasia; lessons for the future. Issue 1 (29th October 2015)

• Record Type: Journal Article
• Authors: Flack, Natasha Ams; Nicholson, Helen D.
• Is Part Of: Clinical anatomy. Volume 29:Issue 1(2016:Jan.)
• Page Start: 4
• Page End: 10
• Publication Date: 2015-10-29
• Subjects: anatomy -- Australasia -- research -- teaching; Anatomy -- Periodicals; Anatomy -- Periodicals; 611
• DOI: 10.1002/ca.22640
• Languages: English
• ISSNs: 0897-3806

Abstract

Abstract : Is anatomy a dying discipline? This article explores the history and current state of human anatomy in Australasia, and considers the changing nature of the discipline, and possibilities for the future. A web‐based search of all tertiary institutions in Australasia was performed to identify which taught anatomy. Those identified were invited to provide further information about postgraduate student numbers, external courses and public outreach. Forty‐one institutions across Australasia teach anatomy. There are seven identifiable anatomy departments and nine disciplines of anatomy. From 1900 to 2014, the number of medical schools has increased (from 4 to 20), however a concomitant increase in the number of anatomy departments (2014, n = 7) was not observed. Twenty‐one institutions, without medical schools, currently teach anatomy but none have a stand‐alone anatomy department. Anatomy is taught in more than 18 different undergraduate and postgraduate programs. From the 28 institutions that provided current data, 310 postgraduate research students were identified. Predominantly, they came from longer‐established institutions with an identifiable anatomy department. Similarly, those with anatomy departments/disciplines offered external professional courses. Many institutions engaged in public outreach. The evidence suggests that anatomy is alive and possibly even growing in Australasia. However, the structures around the discipline and the students who are learning anatomy are changing. Our challenge is to prepare the next generation of anatomy faculty to be both researchers and teachers. Clin. Anat. 29:4–10, 2016. © 2015 Wiley Periodicals, Inc.