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The current status of the anatomical sciences curriculum in U.S. and Canadian dental schools.
Full Abstract
The anatomical sciences form one of the major building blocks of the basic medical sciences in the professional training of dentists. This paper defines the courses and classifies the formats of teaching for each course within the anatomical sciences curriculum. Information was gathered from the Internet, specifically the American Dental Education Association (ADEA) website links to U.S. and Canadian dental schools and their online catalogues or bulletins as well as online course syllabi. The results demonstrate the distribution of schools in the United States and Canada teaching anatomical sciences in the following categories:
stand-alone, sequential, and multifaceted courses for gross anatomy; stand-alone and integrated courses for histology; stand-alone, integrated, incorporated, and no course for neuroanatomy; and stand-alone, incorporated, and no course in embryology. This paper concludes with the proposition that a survey of the usage of anatomical knowledge in use in a typical dental general practice needs to be conducted. The results of such a survey need to be evaluated with the intention of determining what should be taught in a dental clinical anatomical sciences curriculum.
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Author information
Author/s: Guttmann, Geoffrey D (GD);
Affiliation: Institute of Clinical Education, Peninsula Medical School, Plymouth Campus, Drake Circus, Plymouth PL4 8AA, U.K. geoff.guttmann(-atsign-)pms.ac.uk
Journal and publication information
Publication Type: Journal Article
Journal: Journal of dental education (J Dent Educ), published in United States. (Language: eng)
Reference: 2003-Mar; vol 67 (issue 3) : pp 375-9
Dates: Created 2003/03/31; Completed 2003/04/22; Revised 2004/11/17;
PMID: 12665069, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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