Student‐teacher trust and journal‐reader trust: Engines driving education and research in anatomical sciences

Pawlina, Wojciech; Evans, Darrell John Rhys; Chan, Ling-Yau; Ruit, Kenneth G.; Wilson, Timothy D.; Lachman, Nirusha

doi:10.1002/ase.1767

Cited by 4 publications

(5 citation statements)

References 13 publications

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“…In addition, promoting student wellness through resource management, seeking advice and feedback and coping strategies for pressure, stress and constant change ought to become the responsibility of the entire teaching and learning team (Pawlina et al, ). Faculty, near‐peers, teammates and institutional support teams including the student themselves should prioritize wellness.…”

mentioning

confidence: 99%

Human skills for human[istic] anatomy: An emphasis on nontraditional discipline‐independent skills

Evans

Pawlina

Lachman

2018

Anatomical Sciences Ed

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mentioning

confidence: 99%

Human skills for human[istic] anatomy: An emphasis on nontraditional discipline‐independent skills

Evans

Pawlina

Lachman

2018

Anatomical Sciences Ed

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“…Millennial learners value educators who are highly relatable (Price, ). Rapport appears to be valued more highly than an educator's knowledge or content expertise (Pawlina et al, ). A recent editorial by Pawlina et al () highlights the importance of student–teacher trust in anatomy teaching and learning.…”

Section: Strategies To Effectively Engage and Evaluate Millennialsmentioning

confidence: 99%

“…Rapport appears to be valued more highly than an educator's knowledge or content expertise (Pawlina et al, ). A recent editorial by Pawlina et al () highlights the importance of student–teacher trust in anatomy teaching and learning. The principles of trust are embedded in creating a safe environment, where a student is able to overcome challenges associated with the stressful learning expectations in a typical anatomy course, while at the same time being able to engage openly with the teaching faculty.…”

Section: Strategies To Effectively Engage and Evaluate Millennialsmentioning

confidence: 99%

Medical education for millennials: How anatomists are doing it right

et al. 2018

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Millennial students born between 1980 and 1999 are currently the most prevalent generation in medical schools. Understanding this generation of inspiring yet challenging learners is key to satisfying instructional interaction. Effective strategies for teaching millennial learners can be summarized with 5 R's: ensuring a relaxed learning environment, building rapport with learners, highlighting the relevance and rationale of learning objectives and assessments, and implementing research-based educational methods. These strategies are exemplified by anatomists who relate (through platforms that encourage team-based learning in a relaxed environment), resonate (by highlighting the relevance and rationale of basic science learning objectives and feedback strategies), and innovate (by adopting cutting edge, research-proven technologies) within their curricula. Anatomists lead the way in effectively engaging, teaching and evaluating Millennial medical students in the 21st century. Broad application of these principles by other medical educators can further enhance Millennial education. Clin. Anat., 2018. © 2018 Wiley Periodicals, Inc.

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“…The new course design at HMS is based on the need for trust in education, as it mirrors the interactions between the three actors in the typical learning setting in medicine: between educators (preceptors), students (trainees) and anatomical donors (first patients). Thus, this model expands on the idea of student-teacher trust as an important driver of successful anatomy education (Pawlina et al, 2018), and integrates the body donor into this relational network.…”

Section: Introductionmentioning

confidence: 99%

Anatomy as a Model Environment for Acquiring Professional Competencies in Medicine: Experiences at Harvard Medical School

McDaniel

Brown

Radford

et al. 2020

Anatomical Sciences Ed

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Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self‐awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma‐informed care. Anatomy is conceptualized here as the “first clinical discipline,” with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer‐teaching. Specific interventions included pre‐course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre‐dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team‐building activities were scheduled, and self‐reflection encouraged, for example, through written exercises, and elective life‐body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment.

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Student‐teacher trust and journal‐reader trust: Engines driving education and research in anatomical sciences

Cited by 4 publications

References 13 publications

Human skills for human[istic] anatomy: An emphasis on nontraditional discipline‐independent skills

Human skills for human[istic] anatomy: An emphasis on nontraditional discipline‐independent skills

Medical education for millennials: How anatomists are doing it right

Anatomy as a Model Environment for Acquiring Professional Competencies in Medicine: Experiences at Harvard Medical School

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