- Browse by Subject
Browsing by Subject "graduate education"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Developing a Model Curriculum for a University Course in Health Impact Assessment in the United States(Taylor & Francis, 2014-10-29) Pollack, Keshia M.; Dannenberg, Andrew L.; Botchwey, Nisha D.; Stone, Cynthia L.; Seto, EdmundAs Health Impact Assessment (HIA) become increasingly common in the U.S. there is growing demand for instruction beyond sho1i courses and online training. As of October 2013, there are graduate level courses that include instruction on HIA in at least 17 universities in the U.S., including 4 courses that focus explicitly on HIA. Instructors of these four courses collaborated to develop a model curriculum for teaching HIA that draws on a framework for experiential learning and on a theoretical model of curriculum formulation. This article includes an in-depth analysis of these courses and presents a model curriculum for HIA instruction during an academic quaiier or semester course in a University. This model curriculum may help faculty develop a graduate level HIA course at their institution, as well as inform public health and community design professionals interested in building capacity to conduct HIAs, and students considering taking an HIA course. International instructors could also learn from the U.S. experience, and apply the model curriculum to their setting and educational structure.Item Implementation of an education-focused PhD program in anatomy and cell biology at Indiana University: Lessons learned and future challenges(Wiley, 2015-05-01) Brokaw, James J.; O'Loughlin, Valerie D.; Department of Anatomy & Cell Biology, IU School of MedicineIn 2008, the Indiana University School of Medicine, in collaboration with the School of Education, admitted its first student to a newly approved PhD program in Anatomy and Cell Biology focusing on educational research rather than biomedical research. The goal of the program is twofold: (1) to provide students with extensive training in all of the anatomical disciplines coupled with sufficient teaching experience to assume major educational responsibilities upon graduation and (2) to train students to conduct rigorous medical education research and other scholarly work necessary for promotion and tenure. The 90 credit hour curriculum consists of biomedical courses taught within the School of Medicine and education courses taught within the School of Education, including courses in health sciences pedagogy, curriculum development, learning theory, quantitative, and qualitative research methods, statistics, and electives. To date, 16 students have entered the program, seven have passed their qualifying examinations, and five have earned their PhD degrees. Four students have received national recognition for their educational research and four graduates have obtained faculty appointments. Going forward, we must adapt the program's biomedical course requirements to incorporate the new integrated curriculum of the medical school, and we must secure additional funding to support more students. Overcoming these challenges will enable us to continue producing a small but stable supply of doctoral-level anatomy educators for a growing academic market.Item What Does a Modern Anatomist Look like? Current Trends in the Training of Anatomy Educators(Wiley, 2019) Schaefer, Audra F.; Wilson, Adam B.; Barger, J. Bradley; Azim, Homaira M.; Brokaw, James J.; Brooks, William S.; Anatomy and Cell Biology, IU School of MedicineAnatomical sciences are foundational to the health professions, yet little is known about the qualifications of anatomy educators at the graduate and professional level in the United States. Moreover, there is concern that the number of qualified anatomy educators being trained may be insufficient to meet the growing demand posed by new and expanded programs in medicine and allied health specialties. The authors surveyed anatomists from across the country to (i) characterize the educational credentials of current anatomy educators and (ii) assess the perceived need for education‐focused postdoctoral positions or formal mentorships to prepare anatomists for teaching‐intensive faculty positions. To probe the survey responses more deeply, one‐on‐one interviews were conducted with eight individuals selected to represent a diverse sample of respondents in terms of institution, gender, and academic rank. Results indicate that 30–40% of educators at the graduate level and approximately 60% of those at the undergraduate level lack graduate coursework in histology, embryology, and neuroanatomy. Forty‐five percent of respondents had completed a postdoctoral fellowship. Eighty‐six percent replied “yes/maybe” to the question of whether an anatomy education postdoctoral fellowship would benefit doctoral graduates. The top 3 reasons for this recommendation were to (i) establish independent educational research, (ii) improve a publication record, and (iii) gain additional teaching experience. Notable weaknesses of education‐focused postdoctoral training were related to finances, fear of exploitation, and undervaluing of teaching. Moving forward, postdoctoral fellowships and other forms of postgraduate training may represent a key strategy for training anatomists in the current educational climate.