Due largely to the explosion of information related to molecular medicine, the introduction of new courses and concepts behind professional skill, medical ethics and mechanism of actions of new drugs, the medical curriculum has now become more crowded than ever. This is complicated by the fact that the time to study medicine has become compressed over the past two decades. Thus, if we have to bring 21st century curriculum to the medical students we must be innovative in terms of our approach to design a very compact curriculum in the presence of decreased contact hours to fulfil the need of more integration. The present book highlights the evolution of the medical curriculum and describes a state-of the-art approach that indicates the essential points behind designing a curricular map. Care has been taken to bring a concept that no particular curriculum may fit to the need of a medical school and thus it is necessary to fine tune a system that is ever rolling and dynamic in the context of medical education. The book not only addresses issues behind designing a curriculum for 21st century medical students but emphasises key issues such as integration, evaluation and assessment, students' feedback and 21st century modalities necessary for clinical and laboratory skill. The book is the first of its kind to address "Health and Disease" through understanding of the medical curriculum and should be very valuable to all medical educationists.

The discipline of anatomy has had a pivotal influence on the history of medicine as it serves almost as the language of medicine. This concept has not been changed till today, but the modalities that we use to understand the subject have been significantly changed. This book is unique in that the essential contents are put together allowing one to browse through anatomical knowledge on a daily basis. It should also satisfy anyone who believes that medical faculty must follow a system which is educationally sound. Developing an excellent anatomy curriculum, assessment system, and anatomy resource centre are key to success that will allow us to address the question of "how do we teach anatomy?" If we have to continue teaching an important subject such as anatomy to medical students, we must be innovative in terms of our approach of teaching in the presence of decreased contact hours to fulfil the curricular need of more integration. This book will target medical educationists and students who may find it easier to develop concepts in gross anatomy, embryology, histology and neuroanatomy. Since planning learning experiences, their implementation and student assessment, are closely related activities, care is taken to develop a process for clinically-oriented multiple choice questions in anatomy that satisfy the theme and objectives of anatomy. The issues related to laboratory activities have also been addressed so as to emphasise objective-structured practical examination that is integrated and clinically relevant during the early period of the medical curriculum. The students' perception has been brought to our attention and given a great focus. This book for the first time addresses education in anatomy and provides a great resource for medical schools engaged in problem-based learning or integrated systems curriculums.