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Training teachers in the anatomical sciences

E D Prentice, W K Metcalf, J G Sharp

    Journal of Medical Education
    |December 1, 1976
    PubMed
    Summary
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    Medical schools are training graduate students to become future science teachers. A new program at the University of Nebraska College of Medicine focuses on anatomy, developing essential teaching skills through coursework and practice.

    Area of Science:

    • Medical Education
    • Anatomy Pedagogy
    • Graduate Student Training

    Background:

    • Medical schools often focus on faculty development, neglecting graduate student pedagogical training.
    • Future medical science educators require specialized training to effectively teach anatomical sciences.
    • A gap exists in structured teacher training programs for graduate students in medical fields.

    Purpose of the Study:

    • To develop and evaluate a prototype teacher training program for graduate students in anatomy.
    • To equip future medical science educators with essential teaching skills.
    • To create a model for pedagogical training applicable to other basic and clinical science disciplines.

    Main Methods:

    • Implementation of a formal coursework component for graduate students.

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  • Inclusion of practical classroom experience for skill development.
  • Development of a curriculum focused on effective anatomical science teaching.

    • Main Results:

    • Graduate students demonstrated development of requisite skills for teaching anatomical sciences.
    • The program received enthusiastic responses from both students and faculty.
    • The curriculum proved effective in enhancing teaching competencies.

    Conclusions:

    • The prototype program successfully trains graduate students in anatomy for effective science teaching.
    • The program's structure and objectives are adaptable for training educators in other medical science areas.
    • Investing in graduate student pedagogical training is crucial for the future of medical education.