Master in oral biology program: A path to addressing the need for future dental educators

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.

Section: Discussionmentioning

confidence: 99%

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

Richardson-Hatcher

MacPherson

Gould

et al. 2018

“…While clinical faculty are favored by students (Heylings, 2002; Burgess, 2014), they are not typically favored by hiring departments (Wilson et al., 2020; Edwards et al., 2023). This could be because clinical faculty may have to re‐learn content (Bird, 1979) or because they may lack pedagogical and/or research training (Jergenson et al., 2017). Other basic science faculty, such as cell biologists and/or developmental biologists, may not be prepared to teach anatomy, as they often lack anatomical sciences teaching experience and training in gross anatomy, histology, and embryology (Bird, 1979; Wilson et al., 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Graduate‐level anatomy education is multifaceted and has traditionally centered on the study of four subdisciplines: embryology, gross anatomy, histology, and neuroanatomy (Heylings, 2002; Cotter & Cohan, 2010; Jergenson et al., 2017; Richardson‐Hatcher et al., 2018; Langley & Butaric, 2020; Wilson et al., 2021). However, training for anatomy graduate students has changed in recent decades (Brokaw & O'Loughlin, 2015; Langley & Butaric, 2020) and there are differing ideas as to what constitutes an ideal anatomy curriculum (Heylings, 2002).…”

Section: Introductionmentioning

confidence: 99%

Graduate anatomy education: How are we training the future generations of anatomy educators?

Hall,

Mosley,

Balta

2023

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.

“…Creighton and Western Universities require an independent research project component (Western University, ) but the program at Tulane is exclusively course‐based. A similar model has been described by Jergenson et al () for a master in oral biology program, a teaching program that aims to respond to the faculty shortage in dental education particularly in anatomy. The program provides a foundation in anatomical sciences, teaching skills through practical and research skills through a thesis requirement and statistics courses.…”

Section: Introductionmentioning

confidence: 99%

The design and evaluation of a master of science program in anatomical sciences at Queen's University Canada

Kolomitro

MacKenzie

Wiercigroch

et al. 2018

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.