Creating Educator Scholar Leaders—Curriculum Development of a New PhD Program in Anatomy Education

Abstract

INTRODUCTION Anatomy education is perhaps experiencing the best and the worst of times. It may be the best of times because so much hard work has been done by many anatomists over the past three decades to develop more effective and evidence‐based educational practices and technological tools to maximize student learning. The worst of times may be near as forces transform medical curricula and create a paucity of new anatomists as faculty retire and new schools are created/expanded. AIM Using the arguments from both contexts, we sought to create a unique PhD program in Anatomy Education. METHODS Applying Kern's six step approach to curriculum development in medical education, we successfully merged the strengths and existing resources of two educational programs at LECOM to create a new PhD program in Anatomy Education. RESULTS Three critical components of this curricular endeavor include the educational preparation in transforming teaching and learning practices in anatomy; tight coherence and integration among anatomical and pedagogical knowledge, skills, and behaviors through clinical and educational supervision; and developing strategies for meeting challenges facing program approval at the institutional and accreditation levels. Several PhD students have marticulated and positively favor the new program. CONCLUSION This program has a strong commitment to producing a unique breed of new anatomists as education specialists who have the knowledge, skills and behaviors needed to lead health professions education development and research, thereby enhancing academic programs, improving health care outcomes, and strengthening the anatomical profession. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .

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