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The Good, The Bad, The So‐So: Anatomy Faculty Perceptions of Their Institution's Curricular Reform
Author(s) -
Taylor Melissa
Publication year - 2021
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.2021.35.s1.02067
Subject(s) - curriculum , medical education , thematic analysis , perception , institution , medical school , medicine , psychology , qualitative research , pedagogy , sociology , social science , neuroscience
Medical education in the United States has changed dramatically in the last few decades. Medical schools have moved away from a traditional, didactic, and discipline‐based curriculum, to a more integrative, active, and student‐centered curriculum. While much research has documented the specific changes in medical curriculum, few have researched the perceptions towards these changes. Aim This study examines perceptions of anatomical science faculty of the changes to the medical curriculum within the last ten years. Methodology Semi‐structured interviews lasting 20‐45 minutes were conducted with anatomical science faculty who teach at allopathic medical schools in the United States. Faculty had previously completed a survey about changes to their medical curriculum within the last ten years. The faculty members were later contacted to complete a follow‐up interview to collect more in‐depth explanations as to the changes, challenges, and successes of the curricular changes. A thematic analysis was performed on the transcripts of the interviews to search for recurring ideas from the faculty responses. Results Seventeen anatomical science faculty members participated in the interviews. Resultant themes indicated that faculty believed that the streamlining of teaching basic science information was successfully attained from the curricular reform. Additionally, faculty believed that the administration at their institution had overall control of the medical curriculum. Finally, faculty believed the type of curriculum a medical student experiences will not have any major impact on their success in becoming a physician. Discussion and Conclusion The data from these interviews provide valuable information regarding medical curricular changes and the perceptions of those changes by anatomical science faculty. Faculty, who are directly involved in the dissemination of the curriculum to their students, need to have their voices heard on the matter of curriculum changes at their institutions.