DEVELOPING CLINICAL REASONING COMPETENCIES IN MEDICAL STUDENTS THROUGH THE INTEGRATION OF HUMAN ANATOMY WITH CLINICAL DISCIPLINES

The transition from anatomical knowledge to clinical reasoning is a central challenge in undergraduate medical education. Although anatomy establishes the structural basis for diagnosis and procedural practice, students may struggle to apply isolated anatomical facts to authentic clinical problems. This narrative review examines educational approaches that integrate human anatomy with radiology, surgery, neurology, emergency medicine, and physical examination. Drawing on scholarship in integrated curricula, cognitive learning theory, case-based learning, and anatomy education, the article proposes a structured pedagogical framework that connects anatomical identification with mechanisms of symptoms, differential diagnosis, and clinical decision-making. Emphasis is placed on progressive clinical cases, imaging interpretation, multimodal resources, collaborative teaching, formative feedback, and assessment of transfer. The literature supports the educational rationale for integration but does not establish that any single method is universally superior. A context-sensitive, longitudinal curriculum combining foundational anatomy with clinically meaningful application may strengthen knowledge organization and support the development of clinical reasoning competencies.