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

Authors

  • Richard L. Drake,

    Corresponding author
    1. Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland Clinic, Cleveland, Ohio
    • Correspondence to: Dr. Richard L. Drake; Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland Clinic/NA24, 9500 Euclid Avenue, Cleveland, OH 44195, USA. E-mail: draker@ccf.org

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  • Jennifer M. McBride,

    1. Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland Clinic, Cleveland, Ohio
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  • Wojciech Pawlina

    1. Department of Anatomy, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, Minnesota
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Abstract

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.

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