Current Use of Student Evaluations of Teaching in Anatomy Education

Abstract

Anatomy, histology, and embryology (or anatomical sciences) provide a framework for understanding normal function as well as disease and its underlying mechanisms. Thus, they are often taught (by basic scientists) in the context of their clinical relevance. Delivery formats and settings vary widely: anatomy, histology, and embryology can be combined in a single course or integrated into other courses at different points in a curriculum. Anatomy labs are taught with the expectation (by students) that faculty know every detail, be it taught in the form of dissection, prosection, or virtually. The uniqueness of teaching contexts in anatomical sciences education can make it challenging to document effective teaching and to obtain feedback from students that provide growth opportunities to develop as an educator. Educators in anatomical sciences are charged with facilitating learning of skills and knowledge that are foundational and can be applied to many health sciences fields. Because anatomical sciences can be taught virtually as well as practically, additional professional development needs arise. But carving out time for development activities is challenging. Some educators teach several different levels of learners, while managing donor programs, and coordinating laboratory use, all competing demands on their time. Simultaneously, curricular changes have reduced anatomical sciences curricular hours to an all‐time low, and education is shifting towards active learning modalities with increased digital learning and reduced classroom and laboratory teaching. These modalities, if not applied expertly, can increase student pushback. Topics explored in this presentation include if and how our methods of evaluating teaching effectiveness have evolved with the changed landscape in which anatomical sciences faculty teach, and how to support faculty in their development as educators by constructive use of student evaluations of teaching.