107 - Dissecting the Masters of Anatomical Sciences: Academic Program Evaluation

Poster Board Number: 107
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Marta Ambrozewicz, MD, PhD - Associate Professor, Pathology & Anatomy Department, Eastern Virginia Medical School; Taylor Roten, MS - Instructor, Pathology & Anatomy Department, Eastern Virginia Medical School; Madison Barber, MS - Instructor, Pathology & Anatomy Department, Eastern Virginia Medical School

Abstract Body :

Introduction Since 2016, the EVMS anatomical sciences master's program has conferred degrees to over 60 graduates and is presently in its eighth cohort. The accelerated one-year, three-semester curriculum promotes anatomical mastery through whole-body dissection, teaching experience, and educational research to prepare students for careers and advanced degrees in education, health professions, and medicine. With the ability to tailor the curriculum, the program reaches post-baccalaureate students, those seeking career advancement, and anatomy educators. As the landscape of graduate anatomy programs evolves, the curricular standards for graduate anatomy education remain unexplored. The primary objectives of this evaluation include assessing the curriculum's alignment with current academic offerings in the United States, job placement, and emerging trends and challenges in anatomical education program organization.

Methods Through the institution, an annual assessment reporting process enabled a self-study of the program’s mission, vision, objectives, curriculum, and academic goals over the previous cohorts. A cross-sectional external review involved faculty and student focus groups, while a website analysis explored public websites of comparable anatomy master programs. Alum relations provided data on job placement, categorized into education, health professions, and medical providers.

Results The data is presented in aggregate, maintaining anonymity due to program size. The self-study revealed curricular reform involving expanding the anatomical science foundational coursework and extending the clinical gross anatomy semester. The student focus group indicated strengths such as full body dissections, the association with medical and health professions schools, and content delivery emphasizing clinical relevance. Furthermore, the faculty focus group was consistent with the strengths and shortcomings observed by the external review, such as no singularly dedicated program faculty. Job placement data indicated 33% in medical providers, 24% in health professions, 24% in education, 16% in industry, and 3% unreported.

Conclusion This comprehensive evaluation critically identifies growth opportunities for the program, curriculum, and potential students. Interpretations of findings aim to ensure relevance and integrity in preparing students for the diverse positions that anatomy graduates may undertake.

Significance The study's significance lies in providing a roadmap for evaluating graduate anatomy programs. Tracking changes and challenges across similar programs may encourage collaboration, shared findings, and establishing an accrediting body specific to graduate anatomy programs.