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Who am I? Investigating the impact of anatomy education on healthcare students' professional identity.
Author(s) -
Lazarus Michelle,
Paynter Sophie,
Stephens Georgina,
Rees Charlotte
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.95.2
Subject(s) - identity (music) , curriculum , coursework , medical education , health care , psychology , interprofessional education , professional development , pedagogy , medicine , political science , physics , acoustics , law
Anatomy contact time reductions, in favour of early clinical exposure and professionalism coursework, remain trending in healthcare education. These efforts, have not necessarily improved student classroom to clinic transitions, and may have negative impacts on acquisition of knowledge fit‐for‐practice. In an effort to improve clinical integration and transitions from classroom learning to clinical environments, we evaluated the impact of anatomy education on healthcare students' professional identity and role formation. Using a longitudinal qualitative study approach with Monash University physiotherapy and medicine student participants, we probed students' perceptions regarding the impact of anatomy education on their professional identity development through serial online discussion forums during semester and delved deeper into these discussions by engaging participants in interprofessional focus groups at the end of each semester. Preliminary Framework analysis was undertaken by the research team to identify themes. Preliminary results indicate that there are six themes related to professional identity (PI) and role (PR) implicit in anatomy education: (1) Process, (2) Peer Relationships, (3) Educator Relationships, (4) Ethics, (5) Tolerance of Ambiguity (ToA) and (6) Contexts. Interestingly, some of these themes changed with time and teaching methods (e.g. Ethics), while others appear to be impeded by anatomy education (ToA). Integration of professional development into anatomy education is not only possible, it is an existing (albeit sometimes implicit) component of current teaching practices. Understanding the hidden and informal anatomy curriculum and its impact on PI and PR will not only serve to inform current practices, but it may also help healthcare students improve the ease of transitions (from classroom to clinics to practice). This work will serve as a foundation for builidng a framework which fosters purposeful and explicit integration between anatomy learning and PI/PR development. Together this will foster easier transitions into the clinic by providing students a platform for PI development early in their educational progression. Support or Funding Information Medical Education Travel Fellowship American Association of Anatomists Travel Fellowship Monash Education Academy Small GrantMonash Facutly of Medicine, Nursing, and Health Sciences Learning and Teaching Grant This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .