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Murtha CM, Thiel GE, Dennis JF, Hopper M. The Clinical Anatomy Fellowship: Revolutionizing curricular experiences for faculty and students. ANATOMICAL SCIENCES EDUCATION 2024; 17:620-629. [PMID: 38372425 DOI: 10.1002/ase.2390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2023] [Revised: 01/22/2024] [Accepted: 01/24/2024] [Indexed: 02/20/2024]
Abstract
Fellows completing the Clinical Anatomy Fellowship at Kansas City University assist Anatomy faculty in the Gross Anatomy laboratory, complete robust research projects, and support other departments. The program's positive impact on participants has been reported; however, the impact on individuals interfacing with Fellows has not been investigated. A follow-up, survey-based (Likert scale, multiple-choice, open-ended) study was conducted to evaluate faculty, staff, and student perceptions of the program. Ninety-five percent of surveyed faculty and staff (n = 22) perceived the Fellows as beneficial to students, faculty, and the university (p < 0.05) by acting as role models (95%) and mentors (90%), contributing to educational processes (90%), and reducing faculty work burden (81%) (p < 0.05). Student responses (n = 95) were also positive: 97% perceived interactions with Fellows as beneficial (p < 0.05). A passion for Anatomy (mean, 4.6; p < 0.05) and the opportunity to increase competitiveness for residency (mean, 4.5; p < 0.05) were the most important factors driving interest in the Fellowship (Cronbach's alpha, 0.766). In contrast, diverting a year from the school's curriculum (mean, 4.4; p < 0.05) and delaying clinical experiences (mean, 4.3; p < 0.05) were the most important deterrents (Cronbach's alpha, 0.505). Additionally, the financial investment required by the program is lower than that associated with hiring full-time faculty. Analysis comparing employment of Fellows versus associate-level faculty identified annual net savings of $370,000. Not only does the Fellowship augment faculty and student experiences at the university, but it also allows for substantial cost savings. Collectively, these data are evidence for other health professional institutions to consider adopting a similar program.
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Affiliation(s)
- Celeste M Murtha
- College of Osteopathic Medicine, Kansas City University, Kansas City, Missouri, USA
| | - Grace E Thiel
- College of Osteopathic Medicine, Kansas City University, Kansas City, Missouri, USA
| | - Jennifer F Dennis
- Department of Pathology & Anatomical Sciences, Kansas City University, Kansas City, Missouri, USA
- Department of Academic Affairs, Kansas Health Science Center-Kansas College of Osteopathic Medicine, Wichita, Kansas, USA
| | - Mari Hopper
- Department of Academic Affairs, Kansas City University, Kansas City, Missouri, USA
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Hall TR, Mosley CF, Balta JY. Graduate anatomy education: How are we training the future generations of anatomy educators? ANATOMICAL SCIENCES EDUCATION 2024; 17:422-432. [PMID: 38105618 DOI: 10.1002/ase.2365] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2023] [Revised: 11/26/2023] [Accepted: 11/28/2023] [Indexed: 12/19/2023]
Abstract
The teaching of anatomy is relevant to many fields and anatomy teachers are in demand. Individuals with a graduate anatomy education are some of the most sought-after candidates to fill open teaching positions, but it is unclear as to what constitutes a graduate anatomy education. The purpose of this study was to investigate the components of a graduate anatomy education in the United States. A survey regarding the components of doctoral, master's, and graduate certificate programs was distributed to program directors and department chairs at 71 US institutions. Respondents indicated that there were 17 doctoral, 28 master's, and 9 graduate certificate programs. Students completed coursework in all the traditional anatomical subdisciplines in approximately half of doctoral (53%) and master's (57%) programs, though the number was lower in graduate certificate programs (22%). In comparison, within 12 programs (5 doctoral, 4 master's, and 3 graduate certificate) students were required to complete coursework in less than 2 anatomical subdisciplines. Required coursework outside the subdisciplines usually involved educational theories and practices (61% of programs), research methods (52% of programs), and/or physiology (37% of programs). Respondents indicated that most programs (81%) were designed to prepare their students to teach. It appears that graduate anatomy training likely involves gross anatomy coursework, coursework in another anatomical subdiscipline, and coursework in educational theories and practices. Given the likely decline in the number of doctoral-level anatomy programs from 21 to 19, serious consideration should be given to hiring teaching candidates with master's or graduate certificate training in anatomy.
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Affiliation(s)
- Tyler R Hall
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio, USA
| | - Claudia F Mosley
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio, USA
| | - Joy Y Balta
- Anatomy Learning Institute, College of Health Sciences, Point Loma Nazarene University, San Diego, California, USA
- Division of Anatomy, Department of Surgery, School of Medicine, University of California at San Diego, San Diego, California, USA
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3
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Edwards DN, Meyer ER, Brooks WS, Wilson AB. Faculty retirements will likely exacerbate the anatomy educator shortage. ANATOMICAL SCIENCES EDUCATION 2022. [PMID: 35946583 DOI: 10.1002/ase.2217] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 08/05/2022] [Accepted: 08/09/2022] [Indexed: 06/15/2023]
Abstract
Medical education has reported a shortage of anatomy educators since the 1960s. While the faculty pipeline has recently been explored, insights into retirement intentions, a key driver of faculty turnover, have yet to be investigated. With the mean age of anatomists rising, knowledge of retirement intentions among current educators is essential to understanding the anatomy educator shortage. This study explored the retirement intentions of current anatomy educators and their likely effects on the workforce. Surveys were distributed to department heads and the American Association for Anatomy (AAA) membership to inquire about job postings from 2018-2020 and retirement intentions, respectively. Department heads sought to fill open positions due to faculty retirements (36%, 15 of 42), faculty relocations/sabbaticals/new responsibilities (31%), and brand new positions (24%). The retirement intentions survey revealed that 61% (23 of 38) of faculty '55 and older' intend to retire within five years. Based on the extrapolation of AAA membership data, estimates suggest that almost twice as many anatomy faculty could retire per year (n = 40) over the next five years compared to the estimated number of annual PhD graduates (n = 22) likely to enter the workforce. Factors driving retirement intentions were overwhelmingly age and finances, followed by job satisfaction and family. The creation of new anatomy educator positions to address increased student enrollments and new health sciences programs is likely to place even greater strain on workforce demands.
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Affiliation(s)
- Danielle N Edwards
- Department of Cell, Developmental, and Integrative Biology, University of Alabama at Birmingham, Heersink School of Medicine, Birmingham, Alabama, USA
| | - Edgar R Meyer
- Department of Advanced Biomedical Education, University of Mississippi Medical Center, Jackson, Mississippi, USA
| | - William S Brooks
- Department of Cell, Developmental, and Integrative Biology, University of Alabama at Birmingham, Heersink School of Medicine, Birmingham, Alabama, USA
| | - Adam B Wilson
- Department of Anatomy and Cell Biology, Rush University, Chicago, Illinois, USA
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Hatcher AR, Pearson AS, Platt KM. A quality improvement apprenticeship: Gross anatomy in the time of Covid-19. ANATOMICAL SCIENCES EDUCATION 2022; 15:970-979. [PMID: 35892188 PMCID: PMC9353286 DOI: 10.1002/ase.2212] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Revised: 07/05/2022] [Accepted: 07/23/2022] [Indexed: 06/15/2023]
Abstract
The study of anatomy is a team-driven field in which anatomy instruction occurs in small groups in the laboratory with one faculty member guiding students through each anatomical region. One laboratory experience may include several small group instructors in one simultaneous learning session. In comparison, the education of future gross anatomists often happens in an apprenticeship model, where the optimal learning outcomes are met through training with an experienced mentor. It was the vision of the authors to further their education through initiating an inter-institutional exchange to apprentice with innovative mentors in order to bring new ideas back to their own gross anatomy courses. The Southeastern Conference, a consortium of the Universities in the Southern region of the United States often associated with intercollegiate sports, has a host of academic initiatives in addition to the athletic emphasis. The Southeastern Conference Faculty Travel Program is one mechanism by which the organization promotes scholarly excellence. In this case, the Faculty Travel Program provided a way for authors from the University of Kentucky to visit a nearby institution, Vanderbilt University, and learn from like-minded anatomy educators, with the goal of incorporating changes in their courses geared toward quality improvement. After this implementation, positive themes emerged in the student feedback on course evaluations. However, the collaboration was interrupted by the onset of the Covid-19 pandemic. This article examines the strengths of interinstitutional apprenticeship and the benefits of such practices in a time of accelerated change in anatomical instruction.
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Affiliation(s)
- April R. Hatcher
- Department of Neuroscience, College of MedicineUniversity of KentuckyLexingtonKentuckyUSA
| | - A. Scott Pearson
- Department of SurgeryVanderbilt University School of Medicine, Vanderbilt UniversityNashvilleTennesseeUSA
| | - Kristen M. Platt
- Department of Neuroscience, College of MedicineUniversity of KentuckyLexingtonKentuckyUSA
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McNulty MA, Mussell JC, Lufler RS. Breaking barriers: The landscape of human and veterinary medical anatomy education and the potential for collaboration. ANATOMICAL SCIENCES EDUCATION 2022; 15:698-708. [PMID: 34218523 DOI: 10.1002/ase.2118] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 06/29/2021] [Accepted: 07/01/2021] [Indexed: 06/13/2023]
Abstract
Despite human (HUM) and veterinary (VET) medical institutions sharing the goal of educating future clinicians, there is little collaboration between them regarding curricular and pedagogical practices during the preclinical/basic science training years. This may be, at least in part, due to a lack of understanding of each type of curriculum. This study presents data about curricula, student populations, pedagogical methodologies applied, and anatomy educators' training at both HUM and VET institutions. Preclinical curricula, admissions criteria, and student demographics were analyzed for 21 institutions in the United States having both HUM and VET schools. This dataset was augmented by a questionnaire sent to anatomists internationally, detailing anatomy curricula, pedagogies applied, and anatomy educators' training. Many curricular similarities between both training programs were identified, including anatomy education experiences. However, VET programs were found to include more preclinical coursework than HUM programs. Students who matriculate to VET or HUM schools have similar academic records, including prerequisite coursework and grade point average. Median HUM class size was significantly larger, and the percentage of women enrolled in VET institutions was significantly higher. Training of anatomy educators was identical with one exception: VET educators are far more likely to hold a clinical degree. This study elucidates the substantial similarities between VET and HUM programs, particularly in anatomy education, underscoring the potential for collaboration between both types of programs in areas such as interprofessional education, bioethics, zoonotic disease management, and postgraduate training.
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Affiliation(s)
- Margaret A McNulty
- Department of Anatomy, Cell Biology, & Physiology, Indiana University School of Medicine, Indianapolis, Indiana, USA
- Department of Basic Medical Sciences, Purdue University College of Veterinary Medicine, West Lafayette, Indiana, USA
| | - Jason C Mussell
- Department of Cell Biology and Anatomy, Louisiana State University School of Medicine, Health Sciences Center, New Orleans, Louisiana, USA
| | - Rebecca S Lufler
- Department of Medical Education, Tufts University School of Medicine, Boston, Massachusetts, USA
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Peleg S, Yona T, Almog Y, Barash A, Pelleg-Kallevag R. On the job training in the dissection room: from physical therapy graduates to junior anatomy instructors. BMC MEDICAL EDUCATION 2022; 22:354. [PMID: 35538483 PMCID: PMC9092715 DOI: 10.1186/s12909-022-03390-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2021] [Accepted: 04/20/2022] [Indexed: 05/25/2023]
Abstract
BACKGROUND The training of near-peer (NP) teachers and junior faculty instructors received major attention as a possible solution for the shortage of experienced anatomy instructors in faculties of medicine and health professions. Several studies described the training of NP teachers and junior instructors (≤ 2 years of teaching experience) using various methods. However, few publications include On the Job Training (OJT), which enables reflection and performance evaluation and encourages professionals to cope with their blind spots. Previous publications describing OJT did not include formal observation of the NP teacher or junior instructor. Therefore, this study aimed to present a novel approach to OJT inclusion during prosection laboratories based on the Lewinian experiential model. METHODS Eight physical therapy (PT) graduates were recruited as junior anatomy instructors into the prosection laboratories. All participated in a unique training program during two consecutive academic years (2017, 2018) and received OJT during the teaching sessions. Two questionnaires were filled out to evaluate the educational impact of the training program. Eighty-three first-year PT students participated in prosection laboratories in anatomy taught by junior instructors, and filled out a questionnaire evaluating the performance of both junior and senior instructors. In addition, we compared the final grades in anatomy obtained by students taught by senior instructors to the grades of those taught by junior instructors. RESULTS Each junior anatomy instructor participated in four OJT sessions. Based on self-reported measures, all professional and didactic aspects of the training program received a median score of 4.5 or higher on a five-point Likert scale. Students obtained similar grades in anatomy when taught by junior instructors compared with senior ones, and were similarly satisfied from the teaching performance of both senior and junior anatomy instructors. CONCLUSIONS OJT is applicable in a small-sized PT program facing a shortage of anatomy instructors. Including junior anatomy instructors in prosection laboratories for PT students is a viable solution to the shortage of experienced anatomy instructors. Further study, involving a larger cohort with a longer follow up will strengthen the preliminary results presented here.
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Affiliation(s)
- Smadar Peleg
- Department of Physical Therapy, Zefat Academic College, Zefat, Israel.
- School of Human Movement and Sport Sciences, Levinsky-Wingate Academic Center (Wingate Campus), Nethania, 4290200, Israel.
| | - Tomer Yona
- Department of Biomedical Engineering, Technion - Israel Institute of Technology, Haifa, Israel
| | - Yuval Almog
- Department of Physical Therapy, Zefat Academic College, Zefat, Israel
- Faculty of Medicine and Health, University of Sydney, Camperdown/Darlington, NSW, Australia
| | - Alon Barash
- The Azrieli Faculty of Medicine, Bar Ilan University, 8 Henrietta Szold St, Safed, Israel
| | - Ruth Pelleg-Kallevag
- Department of Physical Therapy, Zefat Academic College, Zefat, Israel
- Department of Anatomy and Anthropology, Tel Aviv University, Tel Aviv-Yafo, Israel
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Attardi SM, Harmon DJ, Barremkala M, Bentley D, Brown KM, Dennis JF, Goldman H, Harrell KM, Klein BA, Ramnanan C, Farkas GJ. An analysis of anatomy education before and during Covid-19: August-December 2020. ANATOMICAL SCIENCES EDUCATION 2022; 15:5-26. [PMID: 34758206 PMCID: PMC8653345 DOI: 10.1002/ase.2152] [Citation(s) in RCA: 51] [Impact Index Per Article: 25.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 10/26/2021] [Accepted: 11/06/2021] [Indexed: 05/21/2023]
Abstract
Coronavirus disease-2019 (Covid-19) disrupted the in-person teaching format of anatomy. To study changes in gross anatomy education that occurred during August-December, 2020 compared to before the pandemic, an online survey was distributed to anatomy educators. The 191 responses received were analyzed in total and by academic program, geographic region, and institution type. Cadaver use decreased overall (before: 74.1 ± 34.1%, during: 50.3 ± 43.0%, P < 0.0001), as well as across allopathic and osteopathic medicine, therapy, undergraduate, and veterinary programs (P < 0.05), but remained unchanged for other programs (P > 0.05). Cadaver use decreased internationally and in the US (P < 0.0001), at public and private (P < 0.0001) institutions, and among allopathic medical programs in Northeastern, Central, and Southern (P < 0.05), but not Western, US geographical regions. Laboratories during Covid-19 were delivered through synchronous (59%), asynchronous (4%), or mixed (37%) formats (P < 0.0001) and utilized digital resources (47%), dissection (32%), and/or prosection (21%) (P < 0.0001). The practical laboratory examination persisted during Covid-19 (P = 0.419); however, the setting and materials shifted to computer-based (P < 0.0001) and image-based (P < 0.0001), respectively. In-person lecture decreased during Covid-19 (before: 88%, during: 24%, P = 0.003). When anatomy digital resources were categorized, dissection media, interactive software, and open-access content increased (P ≤ 0.008), with specific increases in BlueLink, Acland's Videos, and Complete Anatomy (P < 0.05). This study provided evidence of how gross anatomy educators continued to adapt their courses past the early stages of the pandemic.
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Affiliation(s)
- Stefanie M. Attardi
- Department of Foundational Medical StudiesOakland University William Beaumont School of MedicineRochesterMichiganUSA
| | - Derek J. Harmon
- Department of AnatomyUniversity of California, San Francisco, School of MedicineSan FranciscoCaliforniaUSA
| | - Malli Barremkala
- Department of Foundational Medical StudiesOakland University William Beaumont School of MedicineRochesterMichiganUSA
| | - Danielle C. Bentley
- Division of Anatomy, Temerty Faculty of MedicineUniversity of TorontoTorontoOntarioCanada
| | - Kirsten M. Brown
- Department of Anatomy and Cell BiologyGeorge Washington University School of Medicine and Health SciencesWashingtonDCUSA
| | - Jennifer F. Dennis
- Department of AnatomyKansas City University College of MedicineJoplinMissouriUSA
| | - Haviva M. Goldman
- Department of Neurobiology and AnatomyDrexel University College of MedicinePhiladelphiaPennsylvaniaUSA
| | - Kelly M. Harrell
- Department of Anatomy and NeurobiologyVirginia Commonwealth University School of MedicineRichmondVirginiaUSA
| | - Barbie A. Klein
- Department of AnatomyUniversity of California, San Francisco, School of MedicineSan FranciscoCaliforniaUSA
| | | | - Gary J. Farkas
- Department of Physical Medicine and RehabilitationUniversity of Miami Miller School of MedicineMiamiFloridaUSA
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8
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Wilson AB, Kaza N, Singpurwalla DJ, Brooks WS. Are Anatomy PhDs Nearing Extinction or Adapting to Change? United States Graduate Education Trends in the Anatomical Sciences. ANATOMICAL SCIENCES EDUCATION 2021; 14:432-439. [PMID: 32812707 DOI: 10.1002/ase.2013] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2020] [Revised: 08/11/2020] [Accepted: 08/14/2020] [Indexed: 06/11/2023]
Abstract
Faculty qualified to teach in the anatomical sciences are growing scarce just as the need for trained anatomists is greater than ever. Enrollments are surging in anticipation of a large physician shortfall; meanwhile, many anatomists are reaching retirement age. Who will fill the teaching gap? This study assessed trends in doctorates awarded in Anatomy and related fields within the United States (US) since 1969 and evaluated modern graduate education in the anatomical sciences. Data were compiled from the National Science Foundation Survey of Earned Doctorates. The total number of doctorates in the anatomical sciences and number of doctorates by sex and race/ethnicity were plotted for trend analysis. The number of PhD anatomy training programs within US medical schools was also assessed. Curricula and major characteristics of all active programs were evaluated through website searches and program director interviews. While doctorates in cell biology, developmental biology, and neuroscience have grown, the number of PhDs awarded in Anatomy has declined, on average, by 3.1 graduates per year to a 50-year low of only 8 graduates in 2017. Currently, 21 active doctoral programs in anatomy operate within US medical schools and fall into three general categories: anatomy education (n = 8), classic anatomy (n = 8), and anthropology/evolutionary anatomy (n = 5). Without a concerted effort by stakeholders to address the shortage, anatomists may face extinction. Expansion of the anatomy education doctoral degree may represent a necessary evolution of the field to meet job market needs and to thwart the extinction threat.
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Affiliation(s)
- Adam B Wilson
- Department of Cell and Molecular Medicine, Rush University, Chicago, Illinois
| | - Niroop Kaza
- Department of Cell, Developmental, and Integrative Biology, University of Alabama at Birmingham, School of Medicine, Birmingham, Alabama
| | - Darius J Singpurwalla
- National Center for Science and Engineering Statistics, National Science Foundation, Arlington, Virginia
| | - William S Brooks
- Department of Cell, Developmental, and Integrative Biology, University of Alabama at Birmingham, School of Medicine, Birmingham, Alabama
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9
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Supporting early career anatomists: An international challenge. Ann Anat 2020; 231:151520. [DOI: 10.1016/j.aanat.2020.151520] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2020] [Revised: 03/27/2020] [Accepted: 04/02/2020] [Indexed: 11/23/2022]
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10
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Langley NR, Butaric LN. Anatomical Sciences Education Among Biological Anthropology Graduates: a Solution to the Dearth of Anatomy Educators? MEDICAL SCIENCE EDUCATOR 2020; 30:129-137. [PMID: 34457651 PMCID: PMC8368958 DOI: 10.1007/s40670-019-00809-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The need for anatomical knowledge is increasingly in demand as new medical and allied-health professions programs continue to open, but there is a growing dearth of educators with formal training in the anatomical sciences. Several sources for anatomy faculty have been suggested, including surgeons, but few have considered a more obvious, alternative approach to this shortage: hiring qualified faculty from other PhD departments/programs whose graduates receive formal training in anatomy, including biological anthropologists. This study surveyed 305 biological anthropology graduates to assimilate information about the nature and extent of training among biological anthropology graduates in the core anatomy disciplines (anatomy, histology, embryology, histology, neuroanatomy), and to determine whether biological anthropology graduates value and apply anatomy training. Only 36% of PhDs reported that anatomy was a required course, but 72% of PhD graduates took an anatomy course (usually gross anatomy with a human cadaveric dissection laboratory). Histology, embryology, and neuroanatomy also were not required to obtain a PhD, though some of this material was covered during the anatomy course, and some students opted to take these courses as electives. Forty-five percent of PhD students reported teaching experience in gross anatomy courses with cadaveric dissection. Ninety-four percent of biological anthropology PhD graduates are prepared to teach human osteology, and 48% are comfortable teaching gross anatomy. Biological anthropology graduates bring unique expertise, training, and research experience to medical education programs, and many are well-suited to fill the growing number of anatomy faculty positions.
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Affiliation(s)
- Natalie R. Langley
- Department of Laboratory Medicine and Pathology, Mayo Clinic Arizona, 13400 E. Shea Blvd, Scottsdale, AZ 85259 USA
| | - Lauren N. Butaric
- Department of Anatomy, Des Moines University, Des Moines, IA 50312 USA
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Belovich AN, Bahner I, Bonaminio G, Brenneman A, Brooks WS, Chin C, El-Sawi N, Gilliland K, Gonzalez R, Haudek SB, Haight M, Inscoe D, Jones L, McAuley RJ, Mortensen L, Rowe R, Slivkoff MD, Vari RC, Yoon M. Re-imagining Faculty Development in Health Professions Education. MEDICAL SCIENCE EDUCATOR 2020; 30:591-593. [PMID: 34457707 PMCID: PMC8368612 DOI: 10.1007/s40670-019-00899-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Affiliation(s)
| | - Ingrid Bahner
- Morsani College of Medicine, University of South Florida, Tampa, FL USA
| | | | | | - William S. Brooks
- University of Alabama at Birmingham School of Medicine, Birmingham, AL USA
| | - Cassie Chin
- International Association of Medical Science Educators, Huntington, WV USA
| | - Nehad El-Sawi
- California Northstate University College of Medicine, Elk Grove, CA USA
| | | | | | | | | | - Danielle Inscoe
- International Association of Medical Science Educators, Huntington, WV USA
| | | | - Robert J. McAuley
- Oakland University Beaumont School of Medicine, Auburn Hills, MI USA
| | | | - Rebecca Rowe
- University of New England College of Osteopathic Medicine, Biddeford, ME USA
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Wilson AB, Notebaert AJ, Schaefer AF, Moxham BJ, Stephens S, Mueller C, Lazarus MD, Katrikh AZ, Brooks WS. A Look at the Anatomy Educator Job Market: Anatomists Remain in Short Supply. ANATOMICAL SCIENCES EDUCATION 2020; 13:91-101. [PMID: 31095899 DOI: 10.1002/ase.1895] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/14/2019] [Revised: 04/19/2019] [Accepted: 05/11/2019] [Indexed: 06/09/2023]
Abstract
In 2002, a widely publicized report projected an anatomy educator shortage based on department chairpersons' perceptions. Now, 17 years later, the question lingers: "Does an anatomy educator shortage persist and, if so, how severe is the shortage?" Trends in the number, type, and fill rate of anatomy educator job openings were explored by analyzing job posting in the United States over the past two years. A survey was distributed to leaders of anatomy-related departments in the United States, Canada, and European Union. Most departmental leaders who responded (65% or more) from the United States/Canada (n = 81) and the European Union (n = 52) anticipate they will have "moderate" to "great" difficulty hiring anatomy educators in gross anatomy, histology, and embryology over the next five years. Within the United States, the number of anatomy educator job postings at medical schools more than doubled from at least 21 postings in 2017 to 52 postings in 2018. Twenty-one percent of postings between 2017 and 2018 were never filled. While the number of anatomy educator openings within the United States/Canada is perceived to remain in a steady state for the next five years, the European Union estimates a five-fold increase in the number of openings. Departmental leaders prioritize anatomy educator applicants who have teaching experience (mean ± SD = 4.64 ± 0.84 on five-point Likert scale), versatility in teaching multiple anatomy disciplines (3.93 ± 1.07), and flexibility in implementing various teaching pedagogies (3.69 ± 1.17). Collectively, these data suggest the shortage of anatomy educators continues in the United States/Canada and the European Union.
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Affiliation(s)
- Adam B Wilson
- Department of Cell and Molecular Medicine, Rush University, Chicago, Illinois
| | - Andrew J Notebaert
- Department of Neurobiology and Anatomical Sciences, University of Mississippi Medical Center, Jackson, Mississippi
| | - Audra F Schaefer
- Department of Neurobiology and Anatomical Sciences, University of Mississippi Medical Center, Jackson, Mississippi
- Department of Biology, College of Liberal Arts, The University of Mississippi, Oxford, Mississippi
| | - Bernard J Moxham
- School of Biosciences, Cardiff University, Cardiff, Wales, United Kingdom
| | - Shiby Stephens
- School of Biosciences, Cardiff University, Cardiff, Wales, United Kingdom
| | - Caroline Mueller
- Department of Neurobiology and Anatomical Sciences, University of Mississippi Medical Center, Jackson, Mississippi
| | - Michelle D Lazarus
- Monash Centre for Human Anatomy Education and Monash Centre for Scholarship in Health Education, Department of Anatomy and Developmental Biology, Monash University, Clayton, Victoria, Australia
| | | | - Williams S Brooks
- Department of Cell, Developmental, and Integrative Biology, School of Medicine, University of Alabama at Birmingham, Birmingham, Alabama
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13
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Schaefer AF, Wilson AB, Barger JB, Azim HM, Brokaw JJ, Brooks WS. What Does a Modern Anatomist Look like? Current Trends in the Training of Anatomy Educators. ANATOMICAL SCIENCES EDUCATION 2019; 12:225-235. [PMID: 30211985 DOI: 10.1002/ase.1806] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/05/2018] [Revised: 05/05/2018] [Accepted: 05/06/2018] [Indexed: 06/08/2023]
Abstract
Anatomical sciences are foundational to the health professions, yet little is known about the qualifications of anatomy educators at the graduate and professional level in the United States. Moreover, there is concern that the number of qualified anatomy educators being trained may be insufficient to meet the growing demand posed by new and expanded programs in medicine and allied health specialties. The authors surveyed anatomists from across the country to (i) characterize the educational credentials of current anatomy educators and (ii) assess the perceived need for education-focused postdoctoral positions or formal mentorships to prepare anatomists for teaching-intensive faculty positions. To probe the survey responses more deeply, one-on-one interviews were conducted with eight individuals selected to represent a diverse sample of respondents in terms of institution, gender, and academic rank. Results indicate that 30-40% of educators at the graduate level and approximately 60% of those at the undergraduate level lack graduate coursework in histology, embryology, and neuroanatomy. Forty-five percent of respondents had completed a postdoctoral fellowship. Eighty-six percent replied "yes/maybe" to the question of whether an anatomy education postdoctoral fellowship would benefit doctoral graduates. The top 3 reasons for this recommendation were to (i) establish independent educational research, (ii) improve a publication record, and (iii) gain additional teaching experience. Notable weaknesses of education-focused postdoctoral training were related to finances, fear of exploitation, and undervaluing of teaching. Moving forward, postdoctoral fellowships and other forms of postgraduate training may represent a key strategy for training anatomists in the current educational climate. Anat Sci Educ 00: 000-000. © 2018 American Association of Anatomists.
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Affiliation(s)
- Audra F Schaefer
- Department of Anatomy and Cell Biology, Indiana University School of Medicine, Evansville, Indiana
| | - Adam B Wilson
- Department of Cell and Molecular Medicine, Rush University, Chicago, Illinois
| | - J Bradley Barger
- Department of Cell, Developmental, and Integrative Biology, University of Alabama at Birmingham, School of Medicine, Birmingham, Alabama
| | - Homaira M Azim
- Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, Indiana
| | - James J Brokaw
- Department of Anatomy and Cell Biology, Indiana University School of Medicine, Indianapolis, Indiana
| | - William S Brooks
- Department of Cell, Developmental, and Integrative Biology, University of Alabama at Birmingham, School of Medicine, Birmingham, Alabama
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Lachman N, Chan LK, Evans DJR, Wilson TD, Pawlina W. In Pursuit of Excellence Reconsidered: Expertise and Expert Performance in the Teaching, Learning, and Application of Anatomy. ANATOMICAL SCIENCES EDUCATION 2019; 12:3-5. [PMID: 30632708 DOI: 10.1002/ase.1850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Affiliation(s)
- Nirusha Lachman
- Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
| | - Lap Ki Chan
- School of Biomedical Sciences, The University of Hong Kong, Hong Kong SAR, Peoples Republic of China
| | - Darrell J R Evans
- Academic Division, The University of Newcastle, Callaghan, New South Wales, Australia
| | - Timothy D Wilson
- Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Ontario, Canada
| | - Wojciech Pawlina
- Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
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15
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Kolomitro K, MacKenzie LW, Wiercigroch D, Godden L. The design and evaluation of a master of science program in anatomical sciences at Queen's University Canada. ANATOMICAL SCIENCES EDUCATION 2018; 11:613-622. [PMID: 29762904 DOI: 10.1002/ase.1797] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/24/2017] [Revised: 04/05/2018] [Accepted: 04/07/2018] [Indexed: 06/08/2023]
Abstract
The purpose of this study was to describe the design and evolution of a unique and successful Master of Science program in anatomical sciences at one Canadian post-secondary institution and to evaluate its long-term impact on student learning. This program prepares students to teach anatomy and design curricula in the anatomical sciences and is structured around three pillars of competency-content (disciplinary knowledge and transferable skills), pedagogy, and inquiry. Graduates of the program from the last ten years were surveyed, to better understand the knowledge, skills, and habits of mind they have adopted and implemented since completion. Interest was taken in identifying aspects of the program that students found particularly beneficial and areas that needed to be further developed. Based on the findings, this program has been a highly valuable experience for the graduates especially in helping them develop transferable skills, and grow as individuals. The hope is that other institutions that have similar programs in place or are considering developing them would benefit from this description of the program design and the sharing of the lessons learned.
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Affiliation(s)
- Klodiana Kolomitro
- Centre for Teaching and Learning, Queen's University, Kingston, Ontario, Canada
- Department of Biomedical and Molecular Sciences, Queen's University, Kingston, Ontario, Canada
| | - Leslie W MacKenzie
- Department of Biomedical and Molecular Sciences, Queen's University, Kingston, Ontario, Canada
| | - David Wiercigroch
- School of Policy Studies, Queen's University, Kingston, Ontario, Canada
| | - Lorraine Godden
- Faculty of Education, Queen's University, Kingston, Ontario, Canada
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Richardson-Hatcher A, MacPherson B, Gould D, Brueckner-Collins J. Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post-degree survey. ANATOMICAL SCIENCES EDUCATION 2018; 11:516-524. [PMID: 29578649 DOI: 10.1002/ase.1786] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2017] [Revised: 03/05/2018] [Accepted: 03/07/2018] [Indexed: 06/08/2023]
Abstract
There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12-credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty-supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert-style and open-ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching-faculty responsibilities, adequately prepared them for teaching-related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516-524. © 2018 American Association of Anatomists.
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Affiliation(s)
| | - Brian MacPherson
- Department of Neuroscience, University of Kentucky College of Medicine, Lexington, Kentucky
| | - Douglas Gould
- Department of Biomedical Sciences, Oakland University William Beaumont School of Medicine, Rochester, Michigan
| | - Jennifer Brueckner-Collins
- Department of Anatomical Sciences and Neurobiology, University of Louisville School of Medicine, Louisville, Kentucky
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von Arnim AG, Missra A. Graduate Training at the Interface of Computational and Experimental Biology: An Outcome Report from a Partnership of Volunteers between a University and a National Laboratory. CBE LIFE SCIENCES EDUCATION 2017; 16:ar61. [PMID: 29167223 PMCID: PMC5749963 DOI: 10.1187/cbe.17-02-0038] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/21/2017] [Revised: 07/26/2017] [Accepted: 07/27/2017] [Indexed: 06/07/2023]
Abstract
Leading voices in the biological sciences have called for a transformation in graduate education leading to the PhD degree. One area commonly singled out for growth and innovation is cross-training in computational science. In 1998, the University of Tennessee (UT) founded an intercollegiate graduate program called the UT-ORNL Graduate School of Genome Science and Technology in partnership with the nearby Oak Ridge National Laboratory. Here, we report outcome data that attest to the program's effectiveness in graduating computationally enabled biologists for diverse careers. Among 77 PhD graduates since 2003, the majority came with traditional degrees in the biological sciences, yet two-thirds moved into computational or hybrid (computational-experimental) positions. We describe the curriculum of the program and how it has changed. We also summarize how the program seeks to establish cohesion between computational and experimental biologists. This type of program can respond flexibly and dynamically to unmet training needs. In conclusion, this study from a flagship, state-supported university may serve as a reference point for creating a stable, degree-granting, interdepartmental graduate program in computational biology and allied areas.
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Affiliation(s)
- Albrecht G von Arnim
- Graduate School of Genome Science and Technology, University of Tennessee Oak Ridge National Laboratory
- Department of Biochemistry and Cellular & Molecular Biology, University of Tennessee, Knoxville, TN 37996
| | - Anamika Missra
- Graduate School of Genome Science and Technology, University of Tennessee Oak Ridge National Laboratory
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