title: Medical education in the anatomical sciences: the winds of change continue to blow.
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.
authors.affiliation: Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio 44195, USA. draker@ccf.org
authors.forename: Richard L
authors.initials: RL
authors.lastname: Drake
authors.forename: Jennifer M
authors.initials: JM
authors.lastname: McBride
authors.forename: Nirusha
authors.initials: N
authors.lastname: Lachman
authors.forename: Wojciech
authors.initials: W
authors.lastname: Pawlina
mesh_terms: D000715:Anatomy / Q000193:education*; D003479:Curriculum; D003625:Data Collection; D004501:Education, Medical / Q000639:trends*; D004626:Embryology / Q000193:education; D006801:Humans; D009445:Neuroanatomy / Q000193:education*; D012577:Schools, Medical / Q000639:trends