Transcript Education Track for PhD in Anatomy & Cell Biology A Proposal

Education Track Ph.D. Program:
An Update
Statewide Anatomy Discipline Retreat
June 5, 2009
Jim Brokaw
Challenges Facing Anatomical Education
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Not enough anatomists are being trained to meet
future teaching needs.
Few anatomists are trained to conduct
publishable educational research and design
effective medical curricula.
– By default, the role of “educational expert” in
medical schools is being assumed by people
who are not basic scientists, and who have
little appreciation for anatomy.
– Anatomists need to assume leadership roles in
the educational mission of medical schools
A Partial Solution:
Education Track Anatomy PhD
Anatomist/Educational Researcher
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Teaches the anatomical disciplines to medical
students and other health professions students
Contributes original scholarship in medical
education research
Plays a vital role in the continuum of medical
education within schools of medicine
Committee to Develop Curriculum for
Education Track Anatomy PhD
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James J. Brokaw, PhD, MPH – Anatomy, Indianapolis
(Chair)
Valerie D. O’Loughlin, PhD – Anatomy, Bloomington
Robert L. Osgood, PhD – Education, Indianapolis
Dale W. Saxon, PhD – Anatomy, Evansville
Mark F. Seifert, PhD – Anatomy, Indianapolis
Ronald L. Shew, PhD – Anatomy, Indianapolis
Laura Torbeck, PhD – Surgery, Indianapolis
James J. Walker, PhD – Anatomy, West Lafayette
Guiding Principle for
Education Track Curriculum
 The new curriculum must prepare the
Anatomist/Educational Researcher not
only to teach, but to produce the
scholarly work necessary for promotion
and tenure
The new curriculum must have two
equally-important components:
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Broad training in the anatomical
sciences with ample teaching
experience
A firm grounding in educational
theory and methodology, coupled
with the training needed to conduct
rigorous educational research
What does the Education Track
curriculum look like?
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Anatomy Core (31 hrs)
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D850 Gross Anatomy (8)
D851 Histology (4)
D852 Neuroscience and Clinical Neurology (5)
X/G804 Cellular and Molecular Biology (3)
D861 Seminar (1); required yearly (5 total)
D878 Anatomy Teaching Practicum (2); required teaching in
all three disciplines (6 total)
Education Track Curriculum Continued
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Education Core (18 hrs)
M620 Pedagogical Methods in the Health Sciences (3)
J500 Instruction in the Context of Curriculum (3)
P510 Psychology of Teaching (3)
Y520 Strategies for Educational Inquiry (3)
Y527 Educational Assessment and Psychological
Measurement (3)
or
– Y535 Evaluation Models and Techniques (3)
– One course selected from educational administration,
educational technology, or qualitative research
methodology (3)
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Education Track Curriculum Continued
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Statistics Courses (6 hrs)
– G651 Introduction to Biostatistics I (3)
– G652 Introduction to Biostatistics II (3)
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Electives (9 hrs)
– Courses in Basic Science, Education, or Statistics selected
in consultation with advisor
Education Track Curriculum Continued
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Qualifying Examination
– For admission to doctoral candidacy, students will be
required to pass a comprehensive examination of
anatomical knowledge, and to create and defend an
educational research project in the format of an NIH-style
grant proposal.
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Research and Dissertation
– Independent research in medical education, culminating in
a written dissertation and oral defense
– Dissertation committee would include faculty members
from the School of Medicine and the School of Education
Suggested Course Sequence for
Education Track
Fall
Spring
Summer
Year 1
Gross Anatomy (8)
Cellular and Molecular Biology (3)
Histology (4)
Introduction to Biostatistics I (3)
Pedagogical Methods in the Health Sciences (3)
Seminar (1)
Year 2
Neuroscience and Clinical Neurology (5)
Introduction to Biostatistics II (3)
Instruction in the Context of Curriculum (3)
Strategies for Educational Inquiry (3)
Education Selective (3)
Teaching Practicum (2)
Seminar (1)
Evaluation Models and Techniques (3)
Free Elective (3)
Teaching Practicum (2)
Research
Free Elective (3)
Free Elective (3)
Teaching Practicum (2)
Seminar (1)
Research
Research
Seminar (1)
Research
Research
Research/Dissertation
Seminar (1)
Research/Dissertation
Oral Defense
Year 3
Year 4
Year 5
Psychology of
Teaching (3)
Research
Qualifying Exam
Research
External Advisors for Education Track
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Mark A. Albanese, PhD
Professor of Population Health Sciences
Director of Medical Education Research and Development
University of Wisconsin School of Medicine and Public Health
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Larry D. Gruppen, PhD
Professor and Chair, Department of Medical Education
University of Michigan Medical School
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Ilene B. Harris, PhD
Professor of Medical Education
Director of Graduate Studies n Health Professions Education Leadership
University of Illinois College of Medicine in Chicago
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Brian E. Mavis, PhD
Associate Professor and Director, Office of Medical Education Research and Development
Michigan State University College of Human Medicine
Students in the Education Track
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Final approval was granted 11/2/07
– First student accepted in August 2008
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Daniel O’Neill
– Combined MD/PhD student at
Bloomington
– Undergraduate degrees in Physics, Math,
and Political Science
– Working with Valerie O’Loughlin
Students in the Education Track
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Five new students selected from 15
well-qualified applicants
– All have Masters degrees
– All have anatomy teaching experience
– Three students will work in Indianapolis
– Two students will work in Bloomington
Students in the Education Track
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Indianapolis
– Gerrard Guillot
 BS Preprofessional Studies (University of Notre Dame)
 BS Physician Assisting (Louisiana State University)
 MS Medical Illustration (Medical College of Georgia)
– Katherine Henkin
 BA Nursing (Augustana College)
 MS Clinical Anatomy (Creighton University)
– Leslie Hoffman
 BS Biology (Ohio State University)
 MS Anatomy (Ohio State University)
Students in the Education Track
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Bloomington
– John Barger
 BS Organismal Biology (University of Kansas)
 MA Entomology (University of Kansas)
– Audra Schutte
 BA Biology (Wartburg College)
 MPH (Indiana University)
Suggestions for Improvement
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From External Advisors
 Are statistics courses too biomedical-oriented?
 Broaden definition of educational scholarship to include:
 Studies of the reliability and validity of assessment
instruments
 Qualitative studies
 Require courses in:
 Theory and methods of program evaluation
 Systems approach to curriculum design
 Educational leadership
 Does the number of research credits adequately reflect the effort
that will be required for the degree?
Suggestions for Improvement
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From Executive Committee of AAA
 Students should fully understand the requirements for promotion
and tenure, particularly the needs for scholarship
 Students should be trained to conduct research using secondary
data sources
 Graduates should be able to publish 2 papers per year in
educational research
 Suggestions for other required courses:
 Embryology or developmental biology
 Qualitative research
 Introductory course on how to develop educational research
ideas, write papers, and find funding (Valerie’s course)
 Courses on how to conduct educational research
Suggestions for Improvement
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From Graduate Studies Committee in School
of Education
 Requested that the 18 hours of required education
coursework be reviewed
 Response pending
Threats to the Education Track
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Move to Integrate the Medical Curriculum
 Disclipline-based anatomy courses may disappear
 Curricular time devoted to anatomical subjects may be
substantially reduced
 How will the Education Track provide in-depth anatomy training
suitable for PhD students in our discipline?
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May need to create new courses or supplemental educational
experiences to compensate for changes in medical curriculum.
Lack of Adequate Funding
 Departmental funding insufficient to support growth of the
program
 External training grant needed (e.g., GAANN grant).
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Few Faculty Advisors with Educational Research Experience
 Will need to rely on faculty outside the department and school
for guidance
 Anatomy faculty may need some formal training in educational
research