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The New Anatomist: Preparing to Teach in an Integrated Medical Curriculum.
Author(s) -
Sorrentino Gina M.
Publication year - 2013
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.27.1_supplement.956.16
Subject(s) - curriculum , graduation (instrument) , variety (cybernetics) , institution , medical education , relevance (law) , engineering ethics , medicine , sociology , pedagogy , political science , computer science , engineering , social science , mechanical engineering , artificial intelligence , law
The recent trend of curriculum integration in undergraduate medical education has resulted in a wide range of curricular designs. Many new graduates in the anatomical sciences receive their doctorate degrees from research‐centered institutions, and the teaching methods of the schools to which they are applying for faculty positions may be quite different and require significant adjustment. With proper guidance, graduates of the anatomical sciences can not only ease their transition into a new institution, but prepare themselves before graduation to take advantage of the job market. The author presents a personal account of the transition from a research‐centered PhD program in Anatomical Sciences to a fully integrated curriculum at a new medical school. Topics discussed here, with relevance to an integrated curriculum in particular, include: understanding the philosophies of the curriculum, understanding the role of anatomy and the anatomy professor, and creating opportunities for educational research in your new institution. Real life examples of how the missions and values of an integrated institution influence teaching are given. This account is aimed at anatomists who are about to graduate or have just graduated, and may be used a guide for degree granting programs in preparing their students for the variety of positions available. Grant Funding Source : N/A