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Shifting Anatomy Away From a Time-Based Model: Competency-Based Education Insights for Anatomy Educators
1Department of Physical Therapy and Athletic Training at Northern Arizona University, Flagstaff, Arizona, USA.
Anatomy educators face challenges transitioning to competency-based education (CBE). This shift requires new assessment strategies and flexible learning to maintain rigorous anatomical training.
Area of Science:
- Medical Education
- Anatomy
- Health Professions Education
Background:
- Competency-based education (CBE) is increasingly adopted in health professions.
- Traditional time-based anatomy curricula present logistical challenges for CBE implementation.
Purpose of the Study:
- To explore the key challenges anatomy educators face when transitioning to a competency-based education model.
- To offer considerations for preserving the rigor of anatomical education during this transition.
Main Methods:
- This viewpoint synthesizes challenges and considerations for adapting anatomy education to CBE.
- It focuses on assessment design, faculty role shifts, and evolving classroom activities.
Main Results:
- Effective CBE requires collaboration with clinicians to define essential anatomical knowledge.
- Faculty must shift from traditional teaching to designing and implementing meaningful assessments.
- Classroom activities need to accommodate flexible content delivery, multimodal labs, and case-based learning.
Conclusions:
- Adapting anatomy education to CBE necessitates strategic planning for assessment and curriculum design.
- Integrating human donor-based learning requires feasible assessment development.
- Flexible, individualized learning approaches are crucial for successful anatomical training in a CBE framework.
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