The DOI matches its Crossref record; 20 of the 20 references it cites were found in a registry or an index.
National survey on anatomical sciences in medical education
Abstract
The drivers for curricular change in medical education such as the addition of innovative approaches to teaching, inclusion of technology and adoption of different assessment methods are gaining momentum. In an effort to understand how these changes are impacting and being implemented in gross anatomy, microscopic anatomy, neuroanatomy/neuroscience, and embryology courses, surveys were sent out to course directors/discipline leaders at allopathic Medical Schools in the United States during the 2016‐2017 academic year. Participants in the study were asked to comment on course hours, student experiences in the classroom and laboratory, amount of faculty participation, the use of peers as teachers in both the classroom and laboratory, methods used for student assessment and identification of best practices. Compared to data published from a similar survey in 2014, a number of changes were identified: (1) classroom hours in gross anatomy increased by 24% and by 29% in neuroanatomy/neuroscience; (2) laboratory hours in gross anatomy decreased by 16%, by 33% in microscopic anatomy, and by 38% in neuroanatomy/neuroscience; (3) use of virtual microscopy in microscopic anatomy teaching increased by 129%; and (4) the number of respondents reporting their discipline as part of a partially or fully integrated curriculum increased by greater than 100% for all four disciplines. Anat Sci Educ 11: 7–14. © 2017 American Association of Anatomists.
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Irby, D. M., Cooke, M., & OʼBrien, B. C. (2010) · Academic Medicine · doi:10.1097/acm.0b013e3181c88449 · Cited by 924
Medical education in the anatomical sciences: The winds of change continue to blow
Drake, R. L., McBride, J. M., Lachman, N., & Pawlina, W. (2009) · Anatomical Sciences Education · doi:10.1002/ase.117 · Cited by 815
Self-citationThe integrated curriculum in medical education: AMEE Guide No. 96
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Core principles of assessment in competency-based medical education.
Lockyer, J., Carraccio, C., Chan, M.-K., Hart, D., Smee, S., Touchie, C., Holmboe, E. S., Frank, J. R., & Collaborators, O. B. O. T. I. (2017) · Medical Teacher · doi:10.1080/0142159x.2017.1315082 · Cited by 493
Neurophobia: The Fear of Neurology Among Medical Students
Jozefowicz, R. F. (1994) · Archives of Neurology · doi:10.1001/archneur.1994.00540160018003 · Cited by 396
An update on the status of anatomical sciences education in United States medical schools
Drake, R. L., McBride, J. M., & Pawlina, W. (2014) · Anatomical Sciences Education · doi:10.1002/ase.1468 · Cited by 260
Self-citationMuller, J. H., Jain, S., Loeser, H., & Irby, D. M. (2008) · Medical Education · doi:10.1111/j.1365-2923.2008.03110.x · Cited by 208
Integrating the Teaching of Basic Sciences, Clinical Sciences, and Biopsychosocial Issues
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Metadata
- Authors
- McBride, J. M., & Drake, R. L.
- Venue
- Anatomical Sciences Education
- Publisher
- Wiley
- Published
- 2017-12-19
- Volume
- 11
- Issue
- 1
- Pages
- 7-14
- ISSN
- 1935-9772 (ISSN-L)
- 1935-9780
- OpenAlex
- W2778585212
- Cited by
- 319
- References
- 20
- FWCI
- 8.38
- Type
- journal article
- Language
- en
- Open access
- closed
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