• J Dent Educ · Mar 2003

    The current status of the anatomical sciences curriculum in U.S. and Canadian dental schools.

    • Geoffrey D Guttmann.
    • Institute of Clinical Education, Peninsula Medical School, Plymouth Campus, Drake Circus, Plymouth PL4 8AA, U.K. geoff.guttmann@pms.ac.uk
    • J Dent Educ. 2003 Mar 1; 67 (3): 375-9.

    AbstractThe 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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