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Competencies 101: The knowledge, skills, behaviors and attitudes of a top notch anatomy educator
Author(s) -
Lyons Virginia
Publication year - 2015
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.29.1_supplement.341.2
Subject(s) - accreditation , medical education , curriculum , institution , medicine , psychology , pedagogy , sociology , social science
The Liaison Committee on Medical Education (LCME) defines the standards of accreditation for medical schools in the United States and Canada. These standards are stated in an annual publication titled “Functions and Structure of a Medical School”, however recently this publication has undergone significant revision. In the current version of this document published in March 2014, the former 132 standards have been distilled down to 12. It is important for educators to become familiar with the new standards, as they govern the design and implementation of the components of the curriculum. Standard 6 discusses competencies, curricular objectives and curricular design. Anatomists can assist their institution in meeting this standard by: 1) writing learning objectives in outcome‐based terms and distributing them to all students and faculty; 2) creating self‐directed learning experiences in their courses; 3) developing electives in the anatomical sciences that allow students to explore their areas of interest in depth; 4) providing opportunities for anatomy‐based community service activities; and 5) developing interprofessional activities in the anatomical sciences.