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How Dental Students are taught the Anatomical Sciences: Survey results from North American basic science course directors
Author(s) -
Lambert H Wayne,
Gould Douglas J.,
Burk Dorothy T.,
Lee Lisa M. J.,
Atsas Stavros,
Hutchins Bob
Publication year - 2010
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.24.1_supplement.829.3
Subject(s) - curriculum , medical education , neuroanatomy , dental education , virtual microscopy , psychology , medicine , dentistry , anatomy , pedagogy , pathology
Members of the Anatomical Sciences Section of the American Dental Education Association (ADEA) surveyed North American course directors to assess how undergraduate dental students are taught the anatomical sciences. Web‐based surveys were sent to faculty members charged with teaching anatomy, neuroanatomy, histology, and embryology in the US and Canada. The completed anatomy and neuroanatomy surveys received 100% and 98.5% response rates from the 67 dental schools, respectively. The ongoing embryology and histology survey has had 53 (79.1%) schools respond. The results of these surveys indicate, amongst other things, that: 1) reliance upon medical school faculty and facilities is high; 2) emphasis on clinical topics has increased; 3) a general trend for a decrease in student contact hours is ongoing; 4) the use of computer‐assisted instruction (CAI) tools has increased; 5) a disparity in the number of contact hours reported for anatomical science courses exists among institutions; 6) a pattern of increased use of integrated curricula among dental schools has emerged; and 7) the experience levels of faculty indicate a future need for young faculty competent at teaching in the anatomical sciences.