Eur J Anat, 19 (2): 215-228 (2015)

The place of neuroanatomy in the curriculum

Bernard J. Moxham¹, Odile Plaisant² and Diogo Pais³

¹Cardiff School of Biosciences, Cardiff University, Cardiff, Wales, United Kingdom and Department of Anatomy, St. Georgeâ??s University, St George, Grenada, ²Université Sorbonne Paris Cité, URDIA EA 4465, Paris, France, ³Department of Anatomy, NOVA Medical School (Faculty of Medical Sciences), New University of Lisbon, Lisboa, Portugal

ABSTRACT Increasingly, with major changes taking place worldwide in health care studies courses (including medicine and dentistry), there is a need to critically evaluate the place, timing, and content of components that used to be grouped collectively under the banner of â??anatomyâ??. This is certainly true for neuroanatomy where there are so many new research developments that it is difficult to keep pace with changes in the subject and where clinical relevance, for the present time and for the future, is a major consideration. In this chapter we emphasise the need to provide a universally accepted terminology, to outline core syllabuses for medicine and dentistry and to review how syllabuses might develop for other health care courses, for science and psychology courses, and to make a case for neuroanatomy courses to follow the practice of university education in hinting at the frontiers of knowledge as well as providing professional training.

Keywords: Anatomy, Neuroscience, Education, Syllabus, Medical, Dental