Not “How Should I Learn?” or “How Should I Act?” but, “Who Shall I Become?”: A Précis on the Roots of Early Professional Identity Formation in the Anatomy Course

Educating Future Doctors in Covid‐19 Times: Anatomists Lead the Way!

“…As we strongly believe, pre-clinical courses are more than solely the description and memorization of parts of the human body and a list of diseases. They are part of the "hidden curriculum," the first step in building a doctor's professional identity, which is as important as the transfer of knowledge (Netterstrøm and Kayser, 2008;Ghosh and Kumar, 2019;Pawlina, 2019). The current crisis, brought on by the Covid-19 pandemic, allowed teaching faculty to come up with bold ideas and project them to students, which serves as a strong lesson in leadership (O'Connell and Pascoe, 2004;Ghosh, 2017;Smith and Pawlina, 2021).…”

The blacksmith approach: a strategy for teaching and learning in the medical anatomy course (a qualitative study)

“…The thematic content analysis includes six stages: [1] familiarizing with data, [2] generating the initial codes, [3] searching for themes, [4] reviewing the themes, (the various codes were compared based on similarities and differences in meaning and were categorized together) [5] defining and naming themes, and [6] preparing the report [41,42].…”

“…Recent studies suggest that joy and humor facilitate a person's transition into more socially severe roles (like becoming a doctor) [34]. Hence, teachers should use joyful techniques such as painting, ice braking, storytelling, gamification, dance, and music [4,9,15,53].…”

“…A challenging question facing medical education is how to change some young students into responsible and resilient professional physicians. Most of the answers are being placed in clinical years; however, we can begin the transition process earlier with a promising tool called anatomy [3,4].…”

The future of anatomy education: Learning from Covid‐19 disruption

“…In recent years, there has also been a fundamental recognition that anatomy education needs to be redesigned to play a greater role in preparing learners for practice by helping them to develop a new range of skills and attributes (Roxburgh & Evans, 2021). This includes the explicit incorporation of nontraditional discipline‐independent skills (NTDIS) (Evans et al, 2018; Evans & Pawlina, 2020; Lachman & Pawlina, 2020) and professional identity formation (PIF) (Pawlina, 2019; Abrams et al, 2021; Darici et al, 2022) into many anatomy courses with an emphasis on communication (Evans, 2013; Lochner et al, 2020; Yohannan et al, 2022), teamwork (Vasan et al, 2009, 2011; Huitt et al, 2015), critical reasoning (Elizondo‐Omaña et al, 2010; Kassirer, 2010; Rajprasath et al, 2020), interprofessional learning (Smith et al, 2015; Zheng et al, 2019; Lochner et al, 2020), and professionalism (Pawlina et al, 2006; Palmer et al, 2020; Khabaz Mafinejad et al, 2021). Overall, such changes and innovations has led to many educators shifting away from an approach that purely focuses on lectures, conventional laboratory practical sessions and time‐honored assessments to one that exposes the educator and more importantly the learner to a more varied and multifaceted format and one increasingly aligned to the UNESCO four pillars of education (Delors et al, 1996).…”