Premium
Understanding anatomical competence: perceptions of residents and program directors using a mixed methods survey (535.6)
Author(s) -
Fillmore Erin,
Brokaw James,
Kochhar Komal,
Nalin Peter
Publication year - 2014
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.28.1_supplement.535.6
Subject(s) - competence (human resources) , curriculum , perception , medical education , medicine , program director , transformative learning , psychology , pedagogy , social psychology , neuroscience
Over the past two decades, the teaching of anatomy to medical students has undergone major transformative changes. The purpose of this study was to better understand current perceptions of anatomical competence of residents. We examined residents’ perceptions of their own anatomical competence in clinical practice as well as program directors’ perceptions of their residents’ anatomical competence in clinical practice. A mixed methods survey was sent to both residents and program directors of 15 residency programs at Indiana University School of Medicine. The survey response rates for residents and program directors were 46% ( n = 385) and 71% ( n = 61), respectively. Results indicate that residents believed their gross anatomy education better prepared them to be anatomically competent, in contrast to their program directors perception (P = <0.0001). However, program directors believed that their residents were developing anatomical competence at an appropriate rate, in contrast to the residents who were less satisfied with their rate of progress (P = <0.0001). Finally, both residents and program directors agreed that there is a need for more formal anatomy educational opportunities during residency. Exploring these results within the context of a changing anatomy curriculum brings to the forefront important perspectives on anatomical competence.