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Advancing Anatomy Education Competencies—A Critical Interpretive Synthesis from Five Key Papers
Author(s) -
Pacey Lindsay,
Kulesza Randy,
Lomiguen Christine,
Terrell Mark
Publication year - 2020
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.2020.34.s1.02445
Subject(s) - cinahl , relevance (law) , medical education , economic shortage , psychology , medicine , psychological intervention , nursing , political science , government (linguistics) , linguistics , philosophy , law
Since the early 1900s, time devoted to studying anatomy in medical schools has substantially decreased. Although the number of students enrolled in health professions education programs is increasing, a shortage of formally trained gross anatomists persists. Consequently, anatomy education and learning must be efficient and effective. Programs training the next generation of anatomy educators need to be sure that graduates obtain particular knowledge and skill sets. Competency‐based education (CBE) may provide one such approach. Extensive research on competency‐based education (CBE) exists in medical education that provides developmental milestones and entrustable professional activities (EPAs). A similar process involving CBE and EPAs would benefit anatomy education program development graduates of such programs, students of teachers from such programs, and ultimately patients. Aim The purpose of this research is to identify five key papers in CBE that are most influential for providing a foundation for developing competencies in training the next generation of anatomists as educational specialists. Methods Critical interpretive synthesis (CIS) will be utilized to identify, summarize, and integrate five key papers into a primer for emerging anatomy educators on competencies highlighted in literature and through professional societies. A comprehensive search of PubMed/MEDLINE, CINAHL, and ERIC databases published in English from 1990–2020 utilizing terms including competency‐based education, faculty development, and anatomy education . Additional searches through relevant journal article’s bibliographies will also be conducted. Papers’ relevance will be given a numerical value based on relevance and usability. A student learning community will be established to generate a cumulative list of the 20 most highyielding papers regarding anatomy education and CBE. These numerical results will go through several iterative processes, inspired by the Delphi methodology, to generate a top five ranked articles that will then be analyzed and integrated into a single CIS paper for publication. Results Main concepts from the five key CBE papers will be amalgamated into one primer through CIS to lay the groundwork for developing competencies for future anatomists as education specialists. Discussion and Conclusion Results of this study will aid in helping anatomy educators attain competency and aid in developing and designing curricula to train the next generation of anatomy educators.