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

TLDR

Education in the anatomical sciences has undergone several changes over the last decade at most institutions. The study surveyed course directors to identify changes in gross anatomy, microscopic anatomy, neuroscience/neuroanatomy, and embryology courses regarding total hours, lecture and laboratory time, integration status, and laboratory experience. Survey responses were compared to a 2002 survey to assess these changes. Findings show decreased hours in gross anatomy and neuroscience/neuroanatomy, increased use of virtual microscopy in microscopic anatomy, and reduced laboratory hours in embryology. Published in Anat Sci Educ 2: 253–259 (2009); © 2009 American Association of Anatomists.

Abstract

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. Anat Sci Educ 2: 253–259, 2009. © 2009 American Association of Anatomists.