The doctor-patient conversation is unlike any other communication process. With patients typically only remembering about 14% of what was discussed (Kessels, 2003) it could be argued that never is such an important and crucial conversation so completely and utterly understood by one party, and barely understood by the other.
Learning anatomy is seen as essential to medical practice (McLachlan et al., 2004). In research carried out on doctors seven years post-qualification, gross anatomy was graded as having the highest medical relevance (Pabst et al., 1997). It is the foundation of any educational programme in the life sciences, including medicine, nursing, physiotherapy, occupational therapy, sports science, etc. But there are significant challenges for professors and students. Some of these are discussed below.
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