Master of it all? Survey of North American Master's Programs in Anatomical Sciences

Abstract

There is a continued shortage of qualified anatomical sciences educators with a limited number of doctorate programs currently unable to accommodate. While the number of doctoral programs in anatomical sciences is slow to rise, there has been a notable increase in the number of Master's (MS) programs, many highlighting training anatomy educators as one of the program goals. Much of the existing literature documents curricular trends for professional health sciences and PhD programs but no comprehensive information on MS programs in anatomical sciences currently exist. Therefore, the aim of this study was to assess the curricular trends of MS programs in anatomical sciences in North America with emphasis on how anatomy educators are trained at this level. MS programs in the anatomical sciences were identified in professional anatomical organization websites, and Google search engine. Program websites were reviewed based on three criteria: 1)Stand-alone MS program with direct admission, rather than elective component of graduate program, 2) Minimal core curricular requirement of one anatomical science, and 3) A teaching requirement. For programs meeting these criteria, a series of semi-structured interviews were conducted with program representatives by two investigators (COMIRB exempt #19-0608). The 19 interview questions gathered information on curricular/enrollment/student population (8), teaching component (7), and status of anatomy educator training (4). By fall of 2020, a total of 61 MS programs meeting the selection criteria have been identified and interview invitation was extended. To date, curricular data from 20 MS programs are collated. From interviews, 13 programs (13 universities) were confirmed to meet study criteria. Of the 13, 8 were established in the last decade (2011-2020) and 4 the decade before (2001-2010). Program enrollment varied from 3-10 students (8 programs), 11-15 students (3), and 20-25 students (2). In regard to program development rational or program mission, advanced degree prep (7) and training anatomy educators (11) were reported with 4 programs stating both as rationale. While all 13 programs require gross anatomy coursework, just 9 required coursework in four anatomical sciences. The most frequent minimal teaching requirement was teaching assistantship (5 programs), 2 programs required minimum of pedagogical coursework completion, and 5 programs required a combination of pedagogical courses and teaching practicum or assistantship (Table 1). Additionally, 2 programs reported a teaching track and 3 programs reported conferring a teaching certificate, approved by the institution. In this work in progress, large variations in MS programs in anatomical sciences and inconsistent core requirements for pedagogical training were noted. Many of the identified MS programs have been established in the last decade and have varied enrollment rates. With continued demand for anatomy educators the MS-level anatomy programs may present an un-tapped pool of talent however, ensuring content and pedagogical expertise may pose a challenge.