So can we just delete Embryology from medical school?

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Frazier said:
"Hell ya mang. Who cares bout killin them fat old patients that are slowly dying. Their anatomy is all gay. The have a bug that is fkin homo neways and ish -- they need to stop being a bish and raise the 420 mang.

nomasayin?"
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Heh. Close, but "they need to stop being a bish" lacks agreement in the grammatical sense. Also, "raise the 420" makes no sense.

My signature says "ヽ༼ຈل͜ຈ༽ﾉ 420 Raise It! ヽ༼ຈل͜ຈ༽ﾉ" because it alludes to the famous competitive LoL player "DIG Imaqtpie," whose catchphrase was "raise your donger," coupled with the stated emoticons. I realized that "420 Blaze It" sounds like "420 Raise It," and thus, my signature was born!
 
Arkangeloid said:
Heh. Close, but "they need to stop being a bish" lacks agreement in the grammatical sense. Also, "raise the 420" makes no sense.

My signature says "ヽ༼ຈل͜ຈ༽ﾉ 420 Raise It! ヽ༼ຈل͜ຈ༽ﾉ" because it alludes to the famous competitive LoL player "DIG Imaqtpie," whose catchphrase was "raise your donger," coupled with the stated emoticons. I realized that "420 Blaze It" sounds like "420 Raise It," and thus, my signature was born!
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Good sport.
 
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Frazier said:
Good sport.
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Well, what else could I do lol. I've insisted many times that I'm not a troll here, and I'm being as genuine as possible, but nobody believes me haha.

I hated Anatomy and Microbiology, but I can see how they are relevant, necessary, and useful. But until the surgeon dude above posted, I had no idea that there even was a point to Embryo. I kinda just saw it as administration-sanctioned hazing.




Speaking of hazing, I would rather do an elephant walk than some of the classes I've had in med school.
 
It makes me sad that some people here and a lot of my classmates don't understand that an anonymous evaluation doesn't mean you have free reign to be a dick and personally insult the lecturers. If you wouldn't sign your name to an evaluation, you should probably not be submitting it. Evaluations are for constructive feedback, not insults/bitching.

And for the record, our evaluations are anonymous as in the lecturer would never know who said what about them, but our advisors can see what feedback we are leaving and we get 'talked to' if we consistently leave either no feedback, or unprofessional feedback.

Think about it - would you want to get an evaluation that read 'med student is a POS who doesn't know anything and should not be around patients'? No, and it would help nothing. Yet tons of students essentially say the same things in their evals of lecturers.
 
Eh I thought embryo was interesting in that it shed a lot of light on **** I had memorized but not really understood the purpose of during anatomy (looking at you, umbilical ligaments). That being said, I didn't care enough to study as hard as I probably would for other subjects I thought would matter more in the long run. Funnily enough, I was doing chart review today and came across a VATER syndrome patient, which I never expected to actually encounter IRL.
 
sinombre said:
To be fair, my school has gotten rid of a lot of stuff like this and replaced it with more clinically-relevant and board-relevant material in response to student feedback.
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Mine too.

DermViser said:
No really they are. They showed us the program how it works (the med school). The only thing the school gets is that you've completed them (for professionalism purposes). The computer program then anonymizes the comments and the professor gets the redacted version.

If they were to confront a student about "professionalism" on what was said in an evaluation, then everyone would know that evaluations weren't in fact anonymous.
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You realize they don't have to get you on the eval, but simply remember the eval when it comes to what they perceive to be other "infractions"? I was honest, just like you, but I knew that if I ever actually did something wrong, it wouldn't be overlooked as it would with someone who blew sunshine on those evals.
 
VisionaryTics said:
It gets better, Ark.

1293573_8464776_lz.jpg
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He gets hang in there baby, and I got "wtf is wrong with you for enjoying and falling asleep to the sweet sounds of stridor"?
 
Anastomoses said:
He gets hang in there baby, and I got "wtf is wrong with you for enjoying and falling asleep to the sweet sounds of stridor"?
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Bee nice Anasto. I'm a troubled kid, and you have your **** together.

Besides, from your posts last week I thought we were getting along haha.
 
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The charges leveled at embryo can also be said of a lot of other subjects during the preclinical years. And yes, professors don't know what specialties a class of medical students will end up in...but neither do most of the medical students!

Of course pediatric subspecialists - whether in surgical fields (any of them: peds surgery, ENT/HNS, NSGY, Ortho, Uro, plastics, etc), or medical (neonatology, peds cardiology, peds nephrology, peds GI, etc) - will have a greater need for embryology, but physicians in other fields that take of kids as well as adults need some familiarity as well. Radiologists in particular stand out as a group who will most benefit from a working knowledge of embryology as they sort out normal variants from true pathology for other providers.

Does that mean that you have to know embryology stone cold? Of course not. as you progress through your training, you'll find the things that clinically matter...or at least matter to your attendings! Certainly the way in which surgical training leads to pediatric specialization (spending the majority of time doing adult care before entering a pediatric fellowship), means it's not as mission critical for every surgical resident. For pediatrics residents, who may start their first month in the NICU or the newborn nursery, there's a chance that they may get pimped on embryology on day one (pediatric cardiologists love to talk about embryology, so it only takes having that first baby to have a heart defect like transposition of the great arteries to trigger a discussion).

Bottom line, as a pre-clinical student, you're really not in a position to know what's going to be relevant to your future. There are many things that may be of critical importance for you or one of your classmates going forward that will be utterly useless for others in your class.
 
Anastomoses said:
You seem to be in good spirits. I like that.
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Heh, when life sucks you gotta enjoy the head namsayin.

Got an exam Friday though, that **** cray. Should be fine though.


K, time to get off SDN and back to da books.
 
BigRedBeta said:
The charges leveled at embryo can also be said of a lot of other subjects during the preclinical years. And yes, professors don't know what specialties a class of medical students will end up in...but neither do most of the medical students!

Of course pediatric subspecialists - whether in surgical fields (any of them: peds surgery, ENT/HNS, NSGY, Ortho, Uro, plastics, etc), or medical (neonatology, peds cardiology, peds nephrology, peds GI, etc) - will have a greater need for embryology, but physicians in other fields that take of kids as well as adults need some familiarity as well. Radiologists in particular stand out as a group who will most benefit from a working knowledge of embryology as they sort out normal variants from true pathology for other providers.

Does that mean that you have to know embryology stone cold? Of course not. as you progress through your training, you'll find the things that clinically matter...or at least matter to your attendings! Certainly the way in which surgical training leads to pediatric specialization (spending the majority of time doing adult care before entering a pediatric fellowship), means it's not as mission critical for every surgical resident. For pediatrics residents, who may start their first month in the NICU or the newborn nursery, there's a chance that they may get pimped on embryology on day one (pediatric cardiologists love to talk about embryology, so it only takes having that first baby to have a heart defect like transposition of the great arteries to trigger a discussion).

Bottom line, as a pre-clinical student, you're really not in a position to know what's going to be relevant to your future. There are many things that may be of critical importance for you or one of your classmates going forward that will be utterly useless for others in your class.
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+1

As a Rads resident I've relearned more embryo this year than any other preclinical subject second only to Anatomy.
 
Elisabeth Kate said:
You realize they don't have to get you on the eval, but simply remember the eval when it comes to what they perceive to be other "infractions"? I was honest, just like you, but I knew that if I ever actually did something wrong, it wouldn't be overlooked as it would with someone who blew sunshine on those evals.
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Our evaluations were completely computerized, with a professional company doing it. These weren't handwritten evals. The school only gets notice whether you completed or didn't complete the evaluation. It's not like the Promotions Committee is sitting with they evals of each person. They're anonymized bc obviously people will change their remarks if they think the eval will somehow affect their grade.
 
DermViser said:
Our evaluations were completely computerized, with a professional company doing it. These weren't handwritten evals. The school only gets notice whether you completed or didn't complete the evaluation. It's not like the Promotions Committee is sitting with they evals of each person. They're anonymized bc obviously people will change their remarks if they think the eval will somehow affect their grade.
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Ours were computerized as well. And I agree, the promotions committee wouldn't be sitting with each person's evaluation. But I'd be lying if I said I didn't think IT could find the owner of an eval if someone asked them to. I'm not talking about for general feedback (even critical), but for more unprofessional rants.
 
swoopyswoop said:
It makes me sad that some people here and a lot of my classmates don't understand that an anonymous evaluation doesn't mean you have free reign to be a dick and personally insult the lecturers. If you wouldn't sign your name to an evaluation, you should probably not be submitting it. Evaluations are for constructive feedback, not insults/bitching.

And for the record, our evaluations are anonymous as in the lecturer would never know who said what about them, but our advisors can see what feedback we are leaving and we get 'talked to' if we consistently leave either no feedback, or unprofessional feedback.

Think about it - would you want to get an evaluation that read 'med student is a POS who doesn't know anything and should not be around patients'? No, and it would help nothing. Yet tons of students essentially say the same things in their evals of lecturers.
Click to expand...

Last time I remember, medical students are STILL PAYING money (hard earned money, unless you're an affluent trust fund baby or born in a 2 physician family) to the medical school. That's the difference that defeats your claim. In the first 2 years, the job of the medical school PhD faculty is to impart knowledge to the medical student, whose job is then to go home and learn and understand that knowledge. Certain PhD professors absolutely SUCK at imparting that knowledge and yet year after year, medical students have to be taught by those same faculty, and not only study for their poorly made course exams, but at the same time prepare well for the Step 1 exam.

As far as you feeling sad about your classmates evaluations - it's nice that you've crowned yourself as the "professionalism" police. You must be quite the brownnoser to medical school faculty and administration.
 
DermViser said:
Last time I remember, medical students are STILL PAYING money (hard earned money, unless you're an affluent trust fund baby or born in a 2 physician family) to the medical school. That's the difference that defeats your claim. In the first 2 years, the job of the medical school PhD faculty is to impart knowledge to the medical student, whose job is then to go home and learn and understand that knowledge. Certain PhD professors absolutely SUCK at imparting that knowledge and yet year after year, medical students have to be taught by those same faculty, and not only study for their poorly made course exams, but at the same time prepare well for the Step 1 exam.

As far as you feeling sad about your classmates evaluations - it's nice that you've crowned yourself as the "professionalism" police. You must be quite the brownnoser to medical school faculty and administration.
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I agree with him, but only because I've seen some of the things other people say. Telling someone that they're an ugly old gimp who no longer smells like the living is not productive. It just hurts feelings and generates resentment.

I had no problem with someone saying a course was poorly designed, organized, or that a lecturer did a poor job. But personal attacks are unnecessary, and somewhat saddening. I feel bad for the faculty who receive them.
 
DermViser said:
Last time I remember, medical students are STILL PAYING money (hard earned money, unless you're an affluent trust fund baby or born in a 2 physician family) to the medical school. That's the difference that defeats your claim. In the first 2 years, the job of the medical school PhD faculty is to impart knowledge to the medical student, whose job is then to go home and learn and understand that knowledge. Certain PhD professors absolutely SUCK at imparting that knowledge and yet year after year, medical students have to be taught by those same faculty, and not only study for their poorly made course exams, but at the same time prepare well for the Step 1 exam.

As far as you feeling sad about your classmates evaluations - it's nice that you've crowned yourself as the "professionalism" police. You must be quite the brownnoser to medical school faculty and administration.
Click to expand...
Yes, certain professors suck at teaching. Yes, in general, it seems like a lot of medical schools go, "LOL, k thx, TTYL" over poor evals and then file them in the round filing cabinet never to be seen again. However, being a turd in an eval (again, harsh, biting criticism? Fine. "You F%$@ing suck harder than the prostitutes down the street from the school"? Not so much) is pretty much going to lead the school, much like most other businesses, inviting you to take your business elsewhere.
 
I'm very critical of the medical curriculum usually, but I'll try to shine some positive light on this subject too, just from my experience. N=1

There's two ways to present facts I believe.
1) Some professors will list the high yield relevant facts with little background and tell you to memorize the list.
2) Other professors will cover the high yield relevant facts...but also dribble on about many more things, giving the context of them, a lot of minute details and really just going to town with material that may never be useful to you as a physician.

BUT, in some cases I noticed I retain the high yield relevant information better if I covered the extra details and learned the context of it all. I may forget 90% of the information, but the 10% that may actually be useful to me sticks that much better, versus just learning the 10% that's useful alone.

I do agree, a lot of what we cover seems like we're just BSing...and I've seriously considered switching to PA or shorter programs. However, I think there may be some validity to going as in depth as we do.
Of course, if a course is taught terribly, then there's not much to say. Just skip lectures and use outside sources if possible.

Just my two cents...
 
dadaddadaBATMAN said:
I agree with him, but only because I've seen some of the things other people say. Telling someone that they're an ugly old gimp who no longer smells like the living is not productive. It just hurts feelings and generates resentment.

I had no problem with someone saying a course was poorly designed, organized, or that a lecturer did a poor job. But personal attacks are unnecessary, and somewhat saddening. I feel bad for the faculty who receive them.
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No one is talking about personal attacks in evaluations here.
 
dadaddadaBATMAN said:
I agree with him, but only because I've seen some of the things other people say. Telling someone that they're an ugly old gimp who no longer smells like the living is not productive. It just hurts feelings and generates resentment.

I had no problem with someone saying a course was poorly designed, organized, or that a lecturer did a poor job. But personal attacks are unnecessary, and somewhat saddening. I feel bad for the faculty who receive them.
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At my school they don't give the evals to the faculty directly. They just assess what changes might need to be made. Generally, my group of friends and I were the forerunners of what needed "change" and I would say the majority still weren't all that concerned about it.

zeppelinpage4 said:
BUT, in some cases I noticed I retain the high yield relevant information better if I covered the relevant details and learned the context of it all. I may forget 90%, but the 10% that may actually be useful to me sticks that much better.

I do agree, a lot of what we cover seems like we're just BSing...and I've seriously considered switching to PA or shorter programs. However, I think there may be some validity to going as in depth as we do.

Just my two cents...
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Sorry, you just said you considered switching to what?? Have we really reached such a low that medical students would even consider that an alternative? Jesus. You're making my stomach hurt more than the Nurse Practitioner threads.
 
DermViser said:
It's a good thing our evaluations are anonymous bc I did a lot of unprofessional cursing in mine. They can't do anything bc if they confronted us about it, then by definition it wasn't anonymous anymore.
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swoopyswoop said:
It makes me sad that some people here and a lot of my classmates don't understand that an anonymous evaluation doesn't mean you have free reign to be a dick and personally insult the lecturers. If you wouldn't sign your name to an evaluation, you should probably not be submitting it. Evaluations are for constructive feedback, not insults/bitching.

And for the record, our evaluations are anonymous as in the lecturer would never know who said what about them, but our advisors can see what feedback we are leaving and we get 'talked to' if we consistently leave either no feedback, or unprofessional feedback.

Think about it - would you want to get an evaluation that read 'med student is a POS who doesn't know anything and should not be around patients'? No, and it would help nothing. Yet tons of students essentially say the same things in their evals of lecturers.
Click to expand...

DermViser said:
No one is talking about personal attacks in evaluations here.
Click to expand...

I guess I'm confused then: I bolded the parts that led to my confusion. If you're not talking about personal attacks, then I apologize for the random interruption.
 
Anastomoses said:
At my school they don't give the evals to the faculty directly. They just assess what changes might need to be made. Generally, my group of friends and I were the forerunners of what needed "change" and I would say the majority still weren't all that concerned about it.



Sorry, you just said you considered switching to what?? Have we really reached such a low that medical students would even consider that an alternative? Jesus. You're making my stomach hurt more than the Nurse Practitioner threads.
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Haha I sense some humor in that but it's definitely crossed my mind. They are all fantastic fields, each with their pros/cons. And getting out of school in shorter time and having better hours as a PA and still making a good amount of money sounds like a sweet gig. Where I'm at now, I am okay with not being in charge of everything as the physician, but that could change.
 
zeppelinpage4 said:
Haha I sense some humor in that but it's definitely crossed my mind. They are all fantastic fields, each with their pros/cons. And getting out of school in shorter time and having better hours as a PA and still making a good amount of money sounds like a sweet gig. Where I'm at now, I am okay with not being in charge of everything as the physician, but we'll see how my opinions change over the years.
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On some level, you sound brilliant. Your ego must not be a primary factor. Color me impressed. I swear that isn't sarcastic.

Btw, who is the girl in your photo? I've always wondered that.
 
dadaddadaBATMAN said:
I guess I'm confused then: I bolded the parts that led to my confusion. If you're not talking about personal attacks, then I apologize for the random interruption.
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Cursing can be effectively incorporated into any subject matter. They're not just limited to personal attacks/insults.
 
DermViser said:
Cursing can be effectively incorporated into any subject matter. They're not just limited to personal attacks/insults.
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Understood. It's a lost art in a lot of places, so I just assume the worst a lot of the time.
Truly creative swearing can be awe inspiring, and nothing else does it quite the same way.
 
Anastomoses said:
Sorry, you just said you considered switching to what?? Have we really reached such a low that medical students would even consider that an alternative? Jesus. You're making my stomach hurt more than the Nurse Practitioner threads.
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Hey, bee nice Anasto. I too would love to switch to a PA program if I could avoid parental opprobrium, censure from my friends, and the loss of my pride from quitting something I swore I would get through or die in the attempt to do so.

It sounds like PAs have it pretty good, from what I hear.



In any case, I think what leads to these feelings is 1) relatively poor instruction practices, and 2) the feeling that we are learning a lot of useless stuff and "BSing" a bunch. Perhaps I'm wrong, and the education that I am theoretically receiving will prove useful in the years to come.

I hope that I AM wrong. Because if I'm not, then we're all wasting our time in medical school, and our bloated, inefficient education makes us little better than NPs or PAs rofl.



Just skip lectures and use outside sources if possible.
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I earlier made a vow that I will never attend any lecture that I am not forced to. They can take my body out of my apartment, but they will never force my mind out of it!
 
Arkangeloid said:
Hey, bee nice Anasto. I too would love to switch to a PA program if I could avoid parental opprobrium, censure from my friends, and the loss of my pride from quitting something I swore I would get through or die in the attempt to do so.

It sounds like PAs have it pretty good, from what I hear.



In any case, I think what leads to these feelings is 1) relatively poor instruction practices, and 2) the feeling that we are learning a lot of useless stuff and "BSing" a bunch. Perhaps I'm wrong, and the education that I am theoretically receiving will prove useful in the years to come.

I hope that I AM wrong. Because if I'm not, then we're all wasting our time in medical school, and our bloated, inefficient education makes us little better than NPs or PAs rofl.





I earlier made a vow that I will never attend any lecture that I am not forced to. They can take my body out of my apartment, but they will never force my mind out of it!
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Jeez. If you're gonna start making vows, at least start with some important ones.
 
Arkangeloid said:
What would you define as important?
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in your shoes? Oh...
1. I will never compare my achievements to the achievements of others (though Julius Caesar did feel like **** when he stood at the statue of Alexander)
2. I will do everything required to be the best doctor I can possibly be for the sake of my fat robust care-seeking patients.

That's just off the top of my head. Feel free to add.
 
I enjoy embryology. It helps make sense if a lot of things. But we are modular and it normally only consists of one lecture to introduce everything.
 
Anastomoses said:
Sorry, you just said you considered switching to what?? Have we really reached such a low that medical students would even consider that an alternative? Jesus. You're making my stomach hurt more than the Nurse Practitioner threads.
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It's called ROI and decreased hoops to jump thru, princess.
 
Embryology is one class that I really never used after MS-1 except for a short stint on OB/GYN in MFM. And even that was like.... do you know what TOF is? Not "Do you know what the mutation in the embryological system is that causes TOF?"
 
DermViser said:
Last time I remember, medical students are STILL PAYING money (hard earned money, unless you're an affluent trust fund baby or born in a 2 physician family) to the medical school. That's the difference that defeats your claim. In the first 2 years, the job of the medical school PhD faculty is to impart knowledge to the medical student, whose job is then to go home and learn and understand that knowledge. Certain PhD professors absolutely SUCK at imparting that knowledge and yet year after year, medical students have to be taught by those same faculty, and not only study for their poorly made course exams, but at the same time prepare well for the Step 1 exam.

As far as you feeling sad about your classmates evaluations - it's nice that you've crowned yourself as the "professionalism" police. You must be quite the brownnoser to medical school faculty and administration.
Click to expand...

Those people SHOULD be given poor evaluations but my comment clearly said that constructive criticism is the way to go about it. There is literally no excuse in a professional environment (and medical school is one) for personal attacks on lecturers because YOU feel it wasn't "high yield" - and that's what most people are upset about, feeling that they're being taught "irrelevant" stuff. How could YOU as an M1/M2 possibly know what's relevant or important?! So entitled.

I am not a brown-noser - I routinely comment that lecturers were confusing or could be redone. I don't report classmates and I don't tell anyone off for "professionalism."

And as for cursing in evals - I'm sorry, but how old are you? Cursing has no place in a professional interaction and if you have to resort to it, your comments aren't valuable or worth sharing with others until you can reformat them into a civilized manner.

And at our school, profs DO get a compiled list of comments/evals and people HAVE written evals directed at a particularly 'poor' lecturer commenting on her weight. Completely unrelated and unprofessional, but students think that anonymous = you can say whatever you want with no consequences and that really shouldn't be the case.
 
swoopyswoop said:
Those people SHOULD be given poor evaluations but my comment clearly said that constructive criticism is the way to go about it. There is literally no excuse in a professional environment (and medical school is one) for personal attacks on lecturers because YOU feel it wasn't "high yield" - and that's what most people are upset about, feeling that they're being taught "irrelevant" stuff. How could YOU as an M1/M2 possibly know what's relevant or important?! So entitled.

I am not a brown-noser - I routinely comment that lecturers were confusing or could be redone. I don't report classmates and I don't tell anyone off for "professionalism."

And as for cursing in evals - I'm sorry, but how old are you? Cursing has no place in a professional interaction and if you have to resort to it, your comments aren't valuable or worth sharing with others until you can reformat them into a civilized manner.

And at our school, profs DO get a compiled list of comments/evals and people HAVE written evals directed at a particularly 'poor' lecturer commenting on her weight. Completely unrelated and unprofessional, but students think that anonymous = you can say whatever you want with no consequences and that really shouldn't be the case.
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No one's talking about high-yield information or not. I'm talking about ****ty teaching in general. Quit putting words in my mouth bc they're easier strawmen arguments to knock down. The bolded part shows you don't know what ANONYMOUS means, and confirms you're either a brown noser, if not a professionalism tattler.
 
DermViser said:
No one's talking about high-yield information or not. I'm talking about ****ty teaching in general. Quit putting words in my mouth bc they're easier strawmen arguments to knock down. The bolded part shows you don't know what ANONYMOUS means, and confirms you're either a brown noser, if not a professionalism tattler.
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You accuse me of putting words in your mouth and then put words in mine?

I did not say anonymous evals shouldn't be anonymous. Yes, theoretically, freedom of speech and all that, you can say whatever you want, no effect on your grade, blah blah blah. What I said is that it SHOULDN'T be the case that people equate anonymous with the freedom to stay whatever they want, even while being personally offensive and unprofessional. I shouldn't have included the "no consequences" part, to be fair, since then it wouldn't be anonymous. I just wish people going into a highly regarded profession would be able to fill out evaluations without being personally offensive / cursing / talking **** just because they can. It's childish.
 
evilbooyaa said:
Embryology is one class that I really never used after MS-1 except for a short stint on OB/GYN in MFM. And even that was like.... do you know what TOF is? Not "Do you know what the mutation in the embryological system is that causes TOF?"
Click to expand...

I probably would have said the same thing as a medical student. It shouldn't be a surprise that there's a difference between what a medical student on a subspecialty selective gets pimped on and what a resident or fellow is going to have to know. Not everyone is going to need it, but many will.
 
DermViser said:
Um, no. Just...no: http://forums.studentdoctor.net/threads/embryology-and-anatomy.880767/
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I say to each his own on that. I know that, for me, embryo provided context that made certain topics easier to understand and remember compared to memorizing otherwise arbitrary things. I've seen other people mention the same in this thread so I'm not the only one. Doesn't mean it's all important knowledge, but I did find it helpful.

I get the whole point that a lot of the details aren't clinically relevant or high yield for the boards, but that's the case for a lot of what we learn during the first two years of med school. Embryo's not really unique in that way. I don't necessarily subscribe to the idea that the only thing that matters is what's going to be on the boards - I think there's something to us, as doctors, displaying ability to learn these concepts in detail. But that's just one person's opinion.
 
I'm convinced I would've passed anatomy on the first try if it weren't for the embryo part of the tests bringing my mark down not to mention the amount of time I wasted studying embryo which I could've spent on anatomy.

I learned that at the end, you just need to know the basics and then focus hard on the clinical pathologies of development. Unfortunately all the books do the opposite and focus more on how development happens rather than tying it in with the clinical. What the book does is: Here's what's supposed to happen and if it doesn't happen then you'll have this.

What the books should do is: Here's a disease caused by this going wrong during development.

The whole subject is trying to learn about one thing you've never heard of turning into another thing you've never heard of and can't actually visualize which will then turn into the spleen.
 
Skans said:
I'm convinced I would've passed anatomy on the first try if it weren't for the embryo part of the tests bringing my mark down not to mention the amount of time I wasted studying embryo which I could've spent on anatomy.

I learned that at the end, you just need to know the basics and then focus hard on the clinical pathologies of development. Unfortunately all the books do the opposite and focus more on how development happens rather than tying it in with the clinical. What the book does is: Here's what's supposed to happen and if it doesn't happen then you'll have this.

What the books should do is: Here's a disease caused by this going wrong during development.

The whole subject is trying to learn about one thing you've never heard of turning into another thing you've never heard of and can't actually visualize which will then turn into the spleen.
Click to expand...

If you're in a traditional curriculum, that is how every course is designed in the first year. They teach you how everything is supposed to work and then throw in some clinical correlations relating the concepts to pathology that can occur. Embryology is not unique in this regard.
 
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