Knowledge of human anatomy is an important scientific basis for every dentist, and the adequacy of its provision by anatomy faculties is therefore constantly being adapted. Students' motivation to comprehend knowledge is a fundamental prerequisite and has been shown to increase when the relevance of the subject is clear. This study examines dental students' perceptions of the relevance of the anatomy curriculum, with particular reference to clinical practice and the dissection course, in conjunction with the perceptions of surgically specialized dentists. The distinctions between the participating groups concerning their perceived relevance are being discussed particularly regarding their applicability to improve the anatomical education of dental students. The overall aim is to find and highlight aspects of the clinical use of anatomical knowledge towards students, which they are unable to apprehend yet. A questionnaire consisting of information on demographics and professional competence as well as a Likert-style section was administered to dental students at Charité Universitätsmedizin in 2019/2020 (n = 322, 84.96%) and a modified version with congruent questions was administered retrospectively to oral surgeons practicing in Berlin in 2020 (n = 81, 63.3%). A Wilcoxon rank-sum test was used to examine differences in responses between the cohorts. Demographic data and professional competence were correlated with the participants' ratings of the given statements using Spearman's rank correlation coefficient. Both groups of respondents expressed a high level of appreciation of the overall relevance of anatomical knowledge, valued the teaching of all human anatomy for dental education, and recognized the relevance of anatomical knowledge for clinical practice. The importance of the dissection course was also rated relatively high by both groups of respondents. The overall appreciation of anatomical knowledge was more prevalent among oral surgeons. There were few correlations between demographics in our findings, showing slightly higher motivation in female students and a growing appreciation of anatomical knowledge as students qualification progressed. The demographics and post-qualification experience of the participating oral surgeons did not influence their perceptions. The results of this survey suggest that there is potential to increase the motivation of dental students to learn anatomy by emphasizing clinical relevance, as perceived by experienced practitioners, during the anatomy curriculum.

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评估柏林牙科学生和执业口腔外科医生的大体解剖教学的（临床）相关性

人体解剖学知识对于每个牙医来说都是重要的科学基础，因此解剖学系是否充分提供人体解剖学知识需要不断调整。学生理解知识的动机是一个基本先决条件，并且当主题的相关性明确时，这种动机就会增加。本研究调查了牙科学生对解剖学课程相关性的看法，特别是临床实践和解剖课程，以及外科专业牙医的看法。正在讨论参与小组之间关于其感知相关性的区别，特别是关于它们对改善牙科学生解剖学教育的适用性。总体目标是找到并强调学生尚无法理解的解剖知识临床应用的各个方面。2019/2020 年，对 Charité Universitätsmedizin 牙科学生（n = 322，84.96%）进行了一份包含人口统计和专业能力信息以及李克特式部分的调查问卷，并回顾性地对口腔学生进行了包含一致问题的修改版本。 2020 年在柏林执业的外科医生（n = 81，63.3%）。使用 Wilcoxon 秩和检验来检查队列之间反应的差异。使用斯皮尔曼等级相关系数将人口统计数据和专业能力与参与者对给定陈述的评级相关联。两组受访者都对解剖知识的整体相关性表示高度赞赏，重视所有人体解剖学对牙科教育的教学，并认识到解剖知识与临床实践的相关性。两组受访者对解剖课程的重要性评价也相对较高。口腔外科医生对解剖学知识的总体评价更为普遍。我们的研究结果显示，人口统计数据之间几乎没有相关性，显示出女学生的积极性略高，并且随着学生资格的进步，对解剖学知识的欣赏也越来越多。参与口腔外科医生的人口统计数据和取得资格后的经验并没有影响他们的看法。这项调查的结果表明，在解剖学课程中，如经验丰富的从业者所认为的那样，通过强调临床相关性，有可能提高牙科学生学习解剖学的积极性。