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Medical education in the anatomical sciences: the winds of change continue to blow

Anat Sci Educ. 2009 Nov-Dec;2(6):253-9.

Drake RL, McBride JM, Lachman N, Pawlina W. Source Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio 44195, USA. draker@ccf.org

Abstract

At most institutions, education in the anatomical sciences has undergone several changes over the last decade. To identify the changes that have occurred in gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses, directors of these courses were asked to respond to a survey with questions pertaining to total course hours, hours of lecture, and hours of laboratory, whether the course was part of an integrated program or existed as a stand-alone course, and what type of laboratory experience occurred in the course. These data were compared to data obtained from a similar survey in 2002. Comparison between the data sets suggests several key points some of which include: decreased total hours in gross anatomy and neuroscience/neuroanatomy courses, increased use of virtual microscopy in microscopic anatomy courses, and decreased laboratory hours in embryology courses.

PMID 19890982

Survey of gross anatomy, microscopic anatomy, neuroscience, and embryology courses in medical school curricula in the United States

Anat Rec. 2002 Apr 15;269(2):118-22.

Drake RL, Lowrie DJ Jr, Prewitt CM. Source Department of Cell Biology, Neurobiology, and Anatomy, University of Cincinanati College of Medicine, Ohio, USA. drakerl@ucmail.uc.edu

Abstract

Directors of courses in the basic anatomical sciences in allopathic and osteopathic medical schools in the United States were surveyed regarding the present composition of their courses. Results indicate the majority of gross anatomy courses are in the range of 126 to 200 total course hours, and that laboratory dissection is a key component of these courses. The majority of microscopic anatomy courses are in the range of 61 to 100 total course hours, generally divided equally between lecture and laboratory components. Additionally, despite the availability of computer technology, microscopes are still used in the vast majority of microscopic anatomy courses. The majority of neuroscience courses are in the range of 71 to 90 total course hours, with most of these hours devoted to lectures. Embryology is usually taught in conjunction with gross anatomy, although some schools present it with the microscopic anatomy course or as a separate course. Most embryology courses are in the range of 6 to 20 total course hours, with only a few having a laboratory component. Copyright 2002 Wiley-Liss, Inc.

PMID 12001219