1. Jim Brokaw Education Track Ph.D. Program: An Update Statewide Anatomy Discipline Retreat June 5, 2009

2. Challenges Facing Anatomical Education Not enough anatomists are being trained to meet future teaching needs. 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. 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

3. A Partial Solution: Education Track Anatomy PhD Teaches the anatomical disciplines to medical students and other health professions students Teaches the anatomical disciplines to medical students and other health professions students Contributes original scholarship in medical education research Contributes original scholarship in medical education research Plays a vital role in the continuum of medical education within schools of medicine Plays a vital role in the continuum of medical education within schools of medicine Anatomist/Educational Researcher

4. Committee to Develop Curriculum for Education Track Anatomy PhD 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

5. 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

6. The new curriculum must have two equally-important components:  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

7. What does the Education Track curriculum look like? Anatomy Core (31 hrs) Anatomy Core (31 hrs) –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)

8. Education Track Curriculum Continued Education Core (18 hrs) 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)

9. Education Track Curriculum Continued Statistics Courses (6 hrs) Statistics Courses (6 hrs) – –G651 Introduction to Biostatistics I (3) – –G652 Introduction to Biostatistics II (3) Electives (9 hrs) Electives (9 hrs) –Courses in Basic Science, Education, or Statistics selected in consultation with advisor

10. Education Track Curriculum Continued Qualifying Examination 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. Research and Dissertation 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

11. Suggested Course Sequence for Education Track FallSpringSummer 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) Psychology of Teaching (3) 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)Research Year 3 Evaluation Models and Techniques (3) Free Elective (3) Teaching Practicum (2) Research Free Elective (3) Teaching Practicum (2) Seminar (1) Research Qualifying Exam Research Year 4 Research Seminar (1) ResearchResearch Year 5 Research/Dissertation Seminar (1) Research/Dissertation Oral Defense

12. External Advisors for Education Track Mark A. Albanese, PhD 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 Larry D. Gruppen, PhD Larry D. Gruppen, PhD Professor and Chair, Department of Medical Education University of Michigan Medical School Ilene B. Harris, PhD 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 Brian E. Mavis, PhD Brian E. Mavis, PhD Associate Professor and Director, Office of Medical Education Research and Development Michigan State University College of Human Medicine

13. Students in the Education Track Final approval was granted 11/2/07 Final approval was granted 11/2/07 – –First student accepted in August 2008 Daniel O’Neill – –Combined MD/PhD student at Bloomington – –Undergraduate degrees in Physics, Math, and Political Science – –Working with Valerie O’Loughlin

14. Students in the Education Track Five new students selected from 15 well-qualified applicants 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

15. Students in the Education Track Indianapolis 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)

16. Students in the Education Track Bloomington Bloomington – –John Barger BS Organismal Biology (University of Kansas) MA Entomology (University of Kansas) – –Audra Schutte BA Biology (Wartburg College) MPH (Indiana University)

17. Suggestions for Improvement From External Advisors From External Advisors Are statistics courses too biomedical-oriented? Are statistics courses too biomedical-oriented? Broaden definition of educational scholarship to include: Broaden definition of educational scholarship to include: Studies of the reliability and validity of assessment instruments Studies of the reliability and validity of assessment instruments Qualitative studies 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?

18. Suggestions for Improvement From Executive Committee of AAA 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

19. Suggestions for Improvement From Graduate Studies Committee in School of Education From Graduate Studies Committee in School of Education Requested that the 18 hours of required education coursework be reviewed Response pending

20. Threats to the Education Track Move to Integrate the Medical Curriculum 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? 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). 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