An update on the status of anatomical sciences education in United States medical schools

• Published in: Anatomical sciences education Vol. 7; no. 4; pp. 321 - 325
• Main Authors: Drake, Richard L., McBride, Jennifer M., Pawlina, Wojciech
• Format: Journal Article
• Language: English
• Published: United States Blackwell Publishing Ltd 01.07.2014; Wiley-Blackwell; Wiley Subscription Services, Inc
• Subjects: anatomical sciences; Anatomy; Anatomy - education; assessments; College Faculty; Comparative Analysis; Course Content; course hours; Curriculum - standards; Curriculum - trends; Curriculum Development; Data Collection; Education, Medical - standards; Education, Medical - trends; Embryology - education; gross anatomy education; Higher Education; histology education; Human Body; Humans; laboratory hours; Lecture Method; Medical Education; microscopic anatomy education; Neuroanatomy - education; Scheduling; Schools, Medical - standards; Schools, Medical - trends; Science Curriculum; Science Education; Science Laboratories; Teacher Surveys; Teaching Methods; Time Factors; Time Factors (Learning); United States; United States; neuroanatomy education; course hours; assessments; medical education; gross anatomy education; laboratory hours; anatomical sciences; microscopic anatomy education; histology education; embryology education
• ISSN: 1935-9772; 1935-9780
• DOI: 10.1002/ase.1468

Curricular changes continue at United States medical schools and directors of gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses continue to adjust and modify their offerings. Developing and supplying data related to current trends in anatomical sciences education is important if informed decisions are going to be made in a time of curricular and course revision. Thus, a survey was sent to course directors during the 2012–2013 academic years to gather information on total course hours, lecture and laboratory hours, the type of laboratory experiences, testing and competency evaluation, and the type of curricular approach used at their institution. The data gathered were compared to information obtained from previous surveys and conclusions reached were that only small or no change was observed in total course, lecture and laboratory hours in all four courses; more gross anatomy courses were part of an integrated curriculum since the previous survey; virtual microscopy with and without microscopes was the primary laboratory activity in microscopic anatomy courses; and neuroscience/neuroanatomy and embryology courses were unchanged. Anat Sci Educ 7: 321–325. © 2014 American Association of Anatomists.