The amount of time officially available for the teaching of
gross anatomy to medical undergraduates was substantially
curtailed during the 1960s, both in the USA and in Europe
(Kahn, 1966; Todd, 1968). Since then, this trend has been
further enhanced by the expanding introduction of problem-based learning
(Pallie & Miller, 1982; Albanese & Mitchell,
1993) deplored by many gross anatomists, radiologists
and surgeons (Collins et al. 1994; Anderson & Brown,
1996). But a modification of the content of anatomical
teaching has become unavoidable, and is a matter for
concern — although very little rejoicing — to the professional
morphologist involved in teaching. The few studies which
have been aimed at defining a suitable core programme were
designed to determine the anatomical knowledge required
for various clinical specialties (Lippert & Bernsau, 1972;
Quast-Höttge, 1972). These studies showed that the identified
knowledge exceeds by far any currently available time
for teaching anatomy to medical undergraduates (Lippert,
1974). Against this background, the present study was
designed from a different concept, our aim having been to
investigate the requirement of anatomical knowledge in
general medical practice. The actual paper is a synopsis of
the results obtained for 12 topics of systematic gross
anatomy evaluated under this criterion. It is an attempt to
contribute to a pragmatic solution to a pressing problem.