Most of the residents were enough satisfied with all aspects of the work policies and directives except ��the increase of medical residency period from one year to two years.�� About a third of the medical residents in this study had a high level of emotional burnout. Important factors associated with emotional burnout were age, residents graduated medical degree with a ��pass,�� being Malay, increasing work demands, feeling of being underpaid, and reciprocal resident-supervisor relationships. 6. RecommendationsWith the paradigm shift towards American style graduate entry medical programs that facilitates clinical exposure at early years in Malaysian medical schools, this study suggests to revert medical residency period to one year. This would enable residency training during undergraduate medical education rather than to impose it after graduation.

The role of supervisors should be changed from ��evaluators of medical resident competencies�� to ��mentors�� that coach, advice, care, and counsel their medical residents through excellent supervisor-resident rapport. These changes are required to mould medical residents to be competent and adaptive in medical practice as well as to reduce their mental woes.AcknowledgmentsThe authors would like to thank the hospital management and all heads of departments in Tengku Ampuan Rahimah Hospital (HTAR) for their approval and support to conduct this study. The authors thank all chief residents for their assistance in data collection and medical residents who volunteered consent to participate in this study.

Anatomy has historically been a cornerstone in medical education regardless of nation, racial background, or medical school system. By learning gross anatomy, medical students get a first ��impression�� about the structure of the human body which is the basis for understanding pathologic and clinical problems. Although the importance of teaching anatomy to both undergraduate and postgraduate students remains undisputed, there is currently a relevant debate concerning methods of anatomy teaching. In the past century, dissection and lectures were its sole pedagogy worldwide. Recently, the time allocated for anatomy teaching was dramatically reduced to such an extent that some suggest that it has fallen below an adequate standard.

Traditional anatomy education based on topographical structural anatomy taught in lectures and gross dissection classes has been replaced by a multiple range of study modules, including problem-based learning, plastic models or computer-assisted learning, and curricula integration. ��Does the anatomical theatre still have a place in medical education?�� And ��what is the problem with anatomic specimens?�� We endeavor to answer both of these questions and to contribute to the debate on the current situation in undergraduate and graduate anatomy education.Doctors without anatomy Brefeldin_A are like moles.