This article aims to launch a discussion on the current undergraduate course curriculum in Human Anatomy and the tensions affecting it, which could be placing the course's social and curricular status in jeopardy. Our study is based on a literature review and document analysis, combining social and historical theories with the development of course curricula and disciplines, Human Anatomy in medical curricula, and the general conditions in which this course is presented in curricula, in order to list four tensions for discussion: introduction of new teaching-learning proposals; the relationship between anatomy as taught and anatomy as research; the expansion of teaching; and reshaping the field for inclusion of anatomy. Our analysis reveals a crisis in the underlying rhetoric of the course, resulting in a reduction in its social and curricular importance and a possible crystallization of the discipline.
Curriculum; Anatomy; Teaching; Education Medical Undergraduate