James J' Brokaw, PhD, MPH

1

Development of an Education Track in Anatomy
Ph.D. at Indiana University School of Medicine

• James J. Brokaw, PhD, MPH
• Department of Anatomy and Cell Biology
• jbrokaw_at_iupui.edi

2
Not enough anatomists are being trained to meet
future teaching needs

• 2002 survey of Association of Anatomy, Cell
  Biology, and Neurobiology Chairpersons.
• Anatomy classes face gross shortage. Science
  2991309, 2003.
• Wanted More anatomy instructors institutions
  explore ways to cope with shortages. AAMC
  Reporter 136-7, 2003.
• The importance of anatomy in health professions
  education and the shortage of qualified
  educators. Academic Medicine 80349-351, 2005.
• 2005 AAA meeting symposium focused on shortage of
  qualified anatomy instructors.

3

• It is estimated that 625 classically trained PhD
  gross anatomists will retire in the next decade.
• It is projected that 190 graduate students will
  be trained in the next few years who have
  expressed intents to teach gross anatomy.
• The AAMC anticipates an impending physician
  shortage and is recommending a 30 increase in
  medical class size by 2015.
• Five new medical schools will likely open in next
  5 yrs.
• Thus, the demand for gross anatomy teachers will
  far exceed the available supply.

4
Historical Trends Leading to Current Situation

• Over the past two decades
• Advances in science have increasingly focused on
  cellular and molecular research.
• Competition for grad students has resulted in
  departments dropping requirements for taking
  and/or teaching gross anatomy.
• There has been little incentive to become
  involved in teaching gross anatomy because of the
  course contact hour commitment.

5
Institutional Strategies to Cope with Shortages

• Training junior faculty with cell or molecular
  biology backgrounds to teach gross anatomy
• Using non-tenured, part-time, or retired faculty
  (including physicians)
• Adoption of computer-based technology as an
  adjunct to traditional teaching, e.g., simulated
  dissections
• Hiring physical anthropologists, non-licensed
  international medical graduates

6
Paradigm Challenge Education Track Anatomy PhD
Anatomist/Educational Researcher

• Teaches the anatomical disciplines to medical
  students and other health professions students
• Contributes original scholarship in medical
  education research
• Plays a vital role in the continuum of medical
  education within schools of medicine

7
Committee to Develop Curriculum for Education
Track Anatomy PhD

• Composed of 8 faculty members
• Anatomists from around the state (6)
• All are experienced teachers, some with
  educational research backgrounds
• Vice-Chair of Surgery
• MS in anatomy and PhD in science education
• Director of Graduate Studies in the School of
  Education
• Provided the critical link to establish
  collaboration with School of Education

8
Guiding Principle for Education Track Curriculum

• The new curriculum must prepare the
  Anatomist/Educational Researcher not only to
  teach, but to produce the scholarly work
  necessary for promotion and tenure

9
The new curriculum must have two
equally-important components

• Broad training in the anatomical sciences with
  ample teaching experience
• A firm grounding in educational theory and
  methodology, coupled with the training needed to
  conduct rigorous educational research

10
What does the Education Track curriculum look
like?

• Anatomy Core (31 hrs)
• D850 Gross Anatomy (8)
• D851 Histology (4)
• D852 Neuroscience and Clinical Neurology (5)
• X/G804 Cellular and Molecular Biology (3)
• D861 Seminar (1) required yearly (5 total)
• Dxxx Teaching Practicum (2) required teaching in
  all three disciplines (6 total)

11
Education Track Curriculum Continued

• Education Core (18 hrs)
• M620 Pedagogical Methods in the Health Sciences
  (3)
• J500 Instruction in the Context of Curriculum (3)
  
• P510 Psychology of Teaching (3)
• Y520 Strategies for Educational Inquiry (3)
• Y527 Educational Assessment and Psychological
  Measurement (3)
• or
• Y535 Evaluation Models and Techniques (3)
• One course selected from educational
  administration, educational technology, or
  qualitative research methodology (3)

12
Education Track Curriculum Continued

• Statistics Courses (6 hrs)
• G651 Introduction to Biostatistics I (3)
• G652 Introduction to Biostatistics II (3)
• Electives (9 hrs)
• Courses in Basic Science, Education, or
  Statistics selected in consultation with advisor

13
Education Track Curriculum Continued

• Qualifying Examination
• For admission to doctoral candidacy, students
  will be required to pass a comprehensive
  examination of anatomical knowledge, and to
  create and defend an educational research project
  in the format of an NIH-style grant proposal.
• Research and Dissertation
• Independent research in medical education,
  culminating in a written dissertation and oral
  defense
• Dissertation committee would include faculty
  members from the School of Medicine and the
  School of Education

14
Comparison of Education Track with Traditional
Research Track

• Education Track
• 90 hours total required, with 64 hours in courses
  other than research
• Anatomy (20)
• Seminar (5)
• Teaching (6)
• Education (18)
• Statistics (6)
• Electives (9)
• Research (26)

• Research Track
• 90 hours total required, with 32 hours in courses
  other than research
• Anatomy (12-17)
• Seminar (5)
• Teaching (0)
• Minor (12)
• Statistics (3)
• Electives (0)
• Research (53-58)

15
Suggested Course Sequence for Education Track
16
External Advisors for Education Track

• Mark A. Albanese, PhD
• Professor of Population Health Sciences
• Director of Medical Education Research and
  Development
• University of Wisconsin School of Medicine and
  Public Health
• Larry D. Gruppen, PhD
• Professor and Chair, Department of Medical
  Education
• University of Michigan Medical School
• Ilene B. Harris, PhD
• Professor of Medical Education
• Director of Graduate Studies n Health Professions
  Education Leadership
• University of Illinois College of Medicine in
  Chicago
• Brian E. Mavis, PhD
• Associate Professor and Director, Office of
  Medical Education Research and Development
• Michigan State University College of Human
  Medicine

17
Status of Education track

• The Approval Process
• Anatomy Department 11/17/06
• IUSM Graduate Division 1/2/07
• IUPUI Graduate Affairs Committee 3/27/07
• IU Graduate Council 9/24/07
• IU Academic Leadership Council 11/2/07
• First students accepted for August 2008

18
Challenges and Lessons Learned

• Criticisms to Overcome
• Perceived by some as a teaching degree rather
  than a research degree
• How can a science PhD be awarded for doing a
  non-science dissertation?
• Key Elements of Success
• Buy-in from faculty
• Knowledgeable committee members
• Emphasis on academic rigor
• Support of leadership
• Collaboration with School of Education
• Persistence and salesmanship