RESUMEN
Background: As a response to the COVID-19 pandemic, the faculty development program has partially shifted to online formats over the past two years, with a specific focus on professional training related to blended learning. The effectiveness of this training is closely tied to the perceptions and acceptability of blended learning among the trainees. This study aims to evaluate the perspectives of educators on blended learning, thereby assessing the efficacy of faculty training programs. Methods: Anatomical teachers were chosen as a representative sample due to their significant presence among medical science educators. Chinese anatomists were invited to participate in a survey that gauges their attitudes and readiness for blended learning. Results: A total of 297 responses were collected, covering all provinces in mainland China. The findings from the survey demonstrate that Chinese anatomists hold learning flexibility in the highest regard among the various facets of blended learning. Meanwhile, the presence of a connected learning community emerged as a pivotal factor influencing anatomists' perceptions, explaining 14.77% of the total variance. Further analysis showed noteworthy disparities in anatomists' attitudes toward blending learning based on their job titles, mentorship guidance, and support from in-service institutions. Notably, lecturers showed a more pronounced engagement in the connected learning community than teachers with different job titles. Additionally, anatomists who received stronger institutional support showed higher proficiencies in learning management. Conclusion: This survey revealed that Chinese anatomists attribute considerable value to aspects such as learning flexibility, a connected learning community, and effective learning management within the domain of online/blended learning. Positive attitudes toward blended learning are likely to be nurtured by mentorship and institutional support, subsequently correlating with improved training outcomes. The distinctive characteristics observed among Chinese anatomists in the context of blended learning offers insights to enhance the effectiveness of faculty training programs, thereby facilitating the evolution of future teaching strategies.
Asunto(s)
Anatomistas , Humanos , Anatomistas/educación , Pueblos del Este de Asia , Pandemias , Docentes/educación , AprendizajeAsunto(s)
Anatomistas , Medicina Clínica , Humanos , Anatomistas/educación , Cadáver , Japón , Guías como AsuntoRESUMEN
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.
Asunto(s)
Anatomistas , Anatomía , Educación Médica , Educación en Veterinaria , Anatomistas/educación , Anatomía/educación , Anatomía Veterinaria/educación , Curriculum , Femenino , Humanos , Estados UnidosRESUMEN
Anatomy is often said to be the bread and butter of doctors, but in light of the ever-increasing additions to medical curricula and difficulties in teaching the subject, Anatomy has dropped out of favour with both staff and students, making way for the teaching of other new exciting specialties. In this paper, we highlight some of the new advances Anatomy has made in the recent years, demonstrating the relevance and potential clinical implications these discoveries can have, thus supporting the notion that Anatomy as a subject is still very much alive and exciting, as it was in the early days
No disponible
Asunto(s)
Anatomía/educación , Anatomía/historia , Educación Médica , Curriculum/tendencias , Anatomistas/educación , Anatomistas/historia , Anatomistas/organización & administraciónRESUMEN
Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society's Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick's Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal.
Asunto(s)
Anatomistas/educación , Anatomía/educación , Congresos como Asunto , Docentes/educación , Mentores , HumanosRESUMEN
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.
Asunto(s)
Anatomistas/educación , Anatomía/educación , Educación de Postgrado/tendencias , Docentes/educación , Becas/tendencias , Anatomistas/estadística & datos numéricos , Anatomistas/tendencias , Curriculum , Educación de Postgrado/estadística & datos numéricos , Docentes/estadística & datos numéricos , Becas/estadística & datos numéricos , Humanos , Investigación Cualitativa , Encuestas y Cuestionarios/estadística & datos numéricos , Estados UnidosRESUMEN
Continuing education (CE) is an essential element in the life-long learning of health care providers and educators. Despite the importance of the anatomical sciences in the training and practice of clinicians, no studies have examined the need/state of anatomy-related CE nationally. This study assessed the current landscape of CE in the anatomical sciences to contextualize preferences for CE, identify factors that influence the perceived need for CE, and examine the association between supply and demand. Surveys were distributed to educators in the anatomical sciences, practicing physical therapists (PTs), and anatomy training programs across the United States. Twenty-five percent (9 of 36) of training programs surveyed offered CE, certificates, or summer series programs related to anatomy. The majority of PTs (92%) and anatomy educators (81%) felt they had a potential or actual need for anatomy related CE with the most popular formats being online videos/learning modules and intensive, hands-on workshops. The most commonly perceived barriers to participating in CE for both groups were program location, cost, and duration, while educators also perceived time of year as a significant factor. Logistic regression analyses revealed that no investigated factor influenced the need or desire for PTs to engage in anatomy related CE (P ≤ 0.124), while teaching experience and the highest level of learner taught significantly influenced the perceived need among anatomy educators (P < 0.001). Overall, quantitative and qualitative analyses revealed a robust need for CE that strategically integrates anatomy with areas of clinical practice and education. Anat Sci Educ 11: 225-235. © 2017 American Association of Anatomists.
Asunto(s)
Anatomistas/educación , Anatomía/educación , Educación Continua/estadística & datos numéricos , Docentes/educación , Fisioterapeutas/educación , Anatomistas/psicología , Curriculum , Educación Continua/economía , Educación Continua/métodos , Educación Continua/tendencias , Docentes/psicología , Humanos , Aprendizaje , Percepción , Fisioterapeutas/psicología , Competencia Profesional , Investigación Cualitativa , Encuestas y Cuestionarios , Estados UnidosRESUMEN
No disponible
Asunto(s)
Humanos , Terminología como Asunto , Anatomía/educación , Anatomistas/educación , Evolución BiológicaRESUMEN
The "surgeon-anatomist" was originally a single individual who self-pursued knowledge and understanding of anatomy as the foundation for successful surgical outcomes. However, recent advances in medical education have ironically led to the separation of anatomy and surgery. This physical and emotional "divorce" of anatomists and surgeons into separate individuals has created several critical educational issues for medical and surgical educators including a general lack of anatomical knowledge in medical students and misalignment of graduate medical education procedural specialty training with the Accreditation Council of Graduate Medical Education Core Competencies and now the Next Accreditation System. There are numerous opportunities for anatomists and surgeons to work together to improve educational instruction of established difficult anatomical regions, procedural training, or even develop new techniques and procedures. Similarly, anatomists with specialized training in medical education would be invaluable partners to ensure that procedural assessments align with instructional technologies for truly longitudinal curricula that starts at the medical student level, but stops at the patient outcomes of attending surgeons. This mutually beneficial relationship would be similar to multidisciplinary care teams and current surgeon and PhD/EdD partnerships. The restoration of the relationship between anatomists and surgeons would be invaluable to surgical education and remains an exciting research opportunity.
Asunto(s)
Anatomistas/educación , Educación de Postgrado en Medicina , Relaciones Interprofesionales , Cirujanos/educación , Evaluación Educacional , HumanosRESUMEN
Spatial ability has been found to be a good predictor of success in learning anatomy. However, little research has explored whether spatial ability can be improved through anatomy education and experience. This study had two aims: (1) to determine if spatial ability is a learned or inherent facet in learning anatomy and (2) to ascertain if there is any difference in spatial ability between experts and novices in anatomy. Fifty participants were identified: 10 controls, 10 novices, 10 intermediates, and 20 experts. Participants completed four computerized spatial ability tasks, a visual mental rotation task, categorical spatial judgment task, metric spatial task, and an image-scanning task. The findings revealed that experts (P = 0.007) and intermediates (P = 0.016) were better in the metric spatial task than novices in terms of making more correct spatial judgments. Experts (P = 0.033), intermediates (P = 0.003), and novices (P = 0.004) were better in the categorical spatial task than controls in terms of speed of responses. These results suggest that certain spatial cognitive abilities are especially important and characteristic of work needed in clinical anatomy, and that education and experience contribute to further development of these abilities.
Asunto(s)
Anatomistas/psicología , Conducta Espacial , Adulto , Anatomistas/educación , Aptitud , Femenino , Humanos , Masculino , Persona de Mediana Edad , Competencia Profesional , Tiempo de Reacción , Adulto JovenRESUMEN
Putative textual proof for Titian's central involvement in producing illustrations for Vesalius's anatomy book "De fabrica" (1543) requires reexamination. On the basis of orthographic, literary, and historical evidence, a phrase in Annibal Caro's after-dinner speech, here dated to 1536, is shown instead to refer ironically to a surgeon's notorious execution in 1517. "Anatomia" was a word in the satirical as well as the medical lexicon. It is important to understand the satirical tone of Caro's speech about a priapic statuette. Delivered during Carnival to the Roman Academy of Virtue, the speech respects neither antiquities nor artists like Michelangelo in its obscene humor.
Asunto(s)
Anatomistas , Aniversarios y Eventos Especiales , Arte , Ilustración Médica , Ingenio y Humor como Asunto , Anatomistas/educación , Anatomistas/historia , Anatomía/educación , Anatomía/historia , Arte/historia , Libros Ilustrados/historia , Correspondencia como Asunto/historia , Historia del Siglo XV , Historia del Siglo XVI , Italia/etnología , Ilustración Médica/educación , Ilustración Médica/historia , Metáfora , Simbolismo , Ingenio y Humor como Asunto/historia , Ingenio y Humor como Asunto/psicologíaRESUMEN
Public anatomies have been characterized as carnivalesque events: like the Carnival, they took place in January and February and celebrated bodily existence. However, in late sixteenth-century Padua and its famous anatomy theater, the annual, public anatomy was a formal, ceremonial event. Girolamo Fabrici, the leading anatomist, gave a philosophical presentation of his research, a presentation organized by topic rather than by the gradual dissection of corpses. For medical students, the annual anatomy and the theater itself encouraged silence, obedience, and docility, reinforcing the virtues that permeated the late humanist environment of Renaissance Padua.
Asunto(s)
Anatomistas/educación , Anatomistas/historia , Anatomía/educación , Anatomía/historia , Anatomía/métodos , Disección/educación , Disección/historia , Educación Médica/historia , Educación Médica/métodos , Facultades de Medicina , Acceso a la Información/ética , Acceso a la Información/psicología , Anatomistas/ética , Anatomistas/psicología , Anatomía/ética , Anatomía/tendencias , Disección/ética , Disección/métodos , Disección/psicología , Disección/estadística & datos numéricos , Disección/tendencias , Educación Médica/ética , Historia del Siglo XVI , Historia del Siglo XVII , Italia , Médicos/historia , Facultades de Medicina/historia , Estudiantes de Medicina/historia , Estudiantes de Medicina/psicologíaRESUMEN
The ability to communicate with the public is one of the essential tools by which an anatomist can enhance knowledge and understanding within the general population. Unfortunately, up until recently few scientists or health-care professionals have received much training in communicating science to a non-specialist audience, a surprising situation given the increasing demand from the public for more knowledge about health and science. The co-ordinators of undergraduate curricula have responded somewhat by increasing the time devoted to developing oral communication skills, however the ability to communicate by written means has not been widely explored. At a new medical school in the UK, we have introduced an assessment component directed at using the creation of lay statements as a strategy for providing accessible anatomically related information for a particular audience. Students were asked to respond to a letter from a member of the public regarding one of a number of clinical conditions by composing a short piece for a fictitious newspaper. When marked against a set of criteria, results showed that students had produced effective articles very much directed at the particular chosen audience. Students found the experience challenging yet one that enhanced their written communication skills and gave them the chance to think about what information to communicate. Overall this study demonstrates that such an assessment format is an effective way for students to start to develop professional competence through critical thinking and self-reflection and provides an opportunity for appreciating the skills necessary for adapting the written-word for a non-specialist audience (AU)
No disponible