Abstract Background Integrated curricula, where the teaching of basic and clinical sciences is combined horizontally and vertically, have received increasing attention in the health professions education literature. This structure is thought to better prepare learners for the clinical learning environment and their future work as a health professional. Our research aimed to explore student perceptions of anatomy within an integrated curriculum underpinned by case-based learning (CBL). Methods Two focus groups using semi-structured questions were conducted with year 1 learners. Audio-recorded data was then thematically analysed through a constructivist lens. Results Thirteen students participated. Participants recognized the value of anatomy for their future work and ascribed it a high priority for their learning, including asking for greater anatomy contact hours. CBL does not assist in learning anatomy per se, rather it provides context, enhances its relevance to future work, and unifies the curriculum. With the exception of anatomy and biomechanics, students had trouble recognizing other components of the integrated biomedical sciences subject (e.g. physiology and pathology). This outward disconnect resulted in confusion. However, participants reported strong links between the basic science and clinical skills units. Conclusions Study outcomes suggest learners appreciate the integrated curriculum structure in the early stages of their anatomy learning. Its high value may be related to perceived difficulty of this content, or the hidden curriculum privileging anatomy over subject content. Integrated subjects need to balance content to ensure it is reflective of future practice, and signpost to assist learners to navigate the subject and facilitate their learning.

中文翻译：

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“我们还需要一个小时的解剖学基础......给我们解剖学！”：在综合和基于案例的学习整骨疗法课程中，早期学习者对解剖学的看法

摘要 背景 基础科学和临床科学教学横向和纵向相结合的综合课程在卫生专业教育文献中越来越受到关注。这种结构被认为可以更好地让学习者为临床学习环境和他们作为卫生专业人员的未来工作做好准备。我们的研究旨在在基于案例学习 (CBL) 的综合课程中探索学生对解剖学的看法。方法 对第一年的学习者进行了两个使用半结构化问题的焦点小组。然后通过建构主义镜头对录音数据进行专题分析。结果 13 名学生参加。参与者认识到解剖学对他们未来工作的价值，并将其列为他们学习的重中之重，包括要求更多的解剖接触时间。CBL 本身并不帮助学习解剖学，而是提供背景，增强其与未来工作的相关性，并统一课程。除解剖学和生物力学外，学生很难识别综合生物医学学科的其他组成部分（例如生理学和病理学）。这种向外的脱节导致了混乱。然而，参与者报告了基础科学和临床技能单元之间的密切联系。结论 研究结果表明，学习者在解剖学学习的早期阶段就喜欢综合课程结构。它的高价值可能与该内容的感知难度有关，或者隐藏的课程优先于学科内容的解剖。