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The amount of laboratory time devoted to anatomy, biochemistry, and physiology has decreased substantially while lecture time has remained essentially unchanged. Most laboratories consist of student conduction of assigned exercises with a sprinkling of demonstrations, conferences, and seminars. Various objectives for laboratory programs are discussed. A great percentage of the student's final anatomy grade (approximately 40%) still depends on his laboratory performance, while in biochemistry and physiology, lab work contributes only 12% and 10%, respectively, toward his final grade. There is great reluctance to abandon the laboratory program, however, because of the significant role it is thought to play in medical education.
K E Guyer, and
J L Poland, and
H R Seibel
July 1995,
Biopharmaceutics & drug disposition,
K E Guyer, and
J L Poland, and
H R Seibel
April 2001,
Klinicheskaia laboratornaia diagnostika,
K E Guyer, and
J L Poland, and
H R Seibel
May 2006,
Hawaii medical journal,
K E Guyer, and
J L Poland, and
H R Seibel
October 2000,
Investigative radiology,
K E Guyer, and
J L Poland, and
H R Seibel
January 1966,
Medical arts and sciences,
K E Guyer, and
J L Poland, and
H R Seibel
January 2020,
Nihon yakurigaku zasshi. Folia pharmacologica Japonica,
K E Guyer, and
J L Poland, and
H R Seibel
April 1992,
Der Ophthalmologe : Zeitschrift der Deutschen Ophthalmologischen Gesellschaft,
K E Guyer, and
J L Poland, and
H R Seibel
February 2016,
Otolaryngologic clinics of North America,
K E Guyer, and
J L Poland, and
H R Seibel
July 1954,
Journal of medical education,
K E Guyer, and
J L Poland, and
H R Seibel
January 1976,
Resuscitation,
