Learning Theory Foundations in Competency‐Based Anatomy Education

Competency-based medical education (CBME) has reshaped undergraduate medical training by emphasizing demonstrable performance, developmental progression, and entrustment decisions rather than time-based advancement. Within this reform, anatomical sciences are increasingly conceptualized as longitudinal clinical competencies rather than discrete foundational courses. Although structural changes in curriculum and assessment have been widely described, the learning-theory foundations supporting authentic competency development in anatomy remain insufficiently articulated. This conceptual communication examines how the three major learning theories (behaviorism, cognitivism, constructivism) inform anatomy education within the CBME context. Behaviorist principles support mastery and procedural reliability through deliberate practice and feedback. Cognitivist principles organize complex anatomical knowledge into durable schemas that facilitate clinical reasoning and efficient retrieval. Constructivist principles situate anatomical understanding within authentic clinical contexts, promoting transfer and adaptive expertise. The manuscript further examines how these theoretical traditions guide the integration of anatomy with clinical competencies and inform assessment strategies aligned with CBME, including structured observation, case-based evaluation, simulation, and programmatic assessment. By linking learning theory to instructional design and assessment selection, this work clarifies how anatomical competence develops across the educational continuum and highlights the importance of theoretical coherence in maintaining the clinical relevance and disciplinary rigor of anatomical sciences.