The Anatomy Training Program: Mentoring the trainee through engagement in virtual curriculum and resource review

Abstract

Introduction The Anatomy Training Program (ATP), co-sponsored by the Anatomical Society and American Association of Anatomy, is a program designed to train faculty and postdoctoral students in a structured, mentored experience with the goal of reaching proficiency to teach Gross Anatomy. The ATP has outlined specific training objectives; however, there is minimal guidance on the specific implementation of the objectives presumably to allow for differences in training environments. Mentorship requires a significant time investment, therefore designing an experience that is mutually beneficial for the mentor and trainee is critical to ensuring engagement and success. Additionally, in consideration of the unanticipated shift in education to a virtual format due to COVID-19, a critical review of virtual didactic content is essential to ensuring student learners are given the same, high-quality curricular content. Therefore, we suggest three areas of anatomy curriculum review, 1) appraisal of course design, 2) resource optimization, and 3) assessment development, that if appropriately aligned with ATP learning objectives, can enhance the experience of the trainee, align with quality improvement of anatomy pedagogy for the mentor, and result in an improved student engagement within a hybrid course model. Methods In consideration of the ATP objectives, we engaged in structured learning events performing an appraisal of course materials, critically assessing student learning resources and developing learning assessments, in a mentor-guided approach, that included the integration of Bloom's Taxonomy. Results Prior to starting the ATP, we created an intentional plan for curriculum review informed by the trainee's perspective and needs of the mentor in the following three areas: Appraisal of course design The trainee engaged in a critical review of pre-recorded didactic lectures and assessed for the saliency of information and resources. Resource optimization There has been an exponential increase in the availability of resources for learning and teaching anatomy, however, all resources are not equally suited for teaching anatomy for medical professionals. The mentor and trainee worked together to optimize the dissection guide for a 10-week Doctor of Physical Therapy program. This allowed for better alignment of dissection content and addition of virtual learning resources to improve the clinical context of dissection for students. Assessment The trainee created assessment questions, using Bloom's taxonomy, in order to ensure that the exam questions aligned with the rigor of the curriculum and expected outcomes. Conclusion & Significance The ATP does not state course design, resource optimization, and assessment development as the explicit goals of the program. However, in the context of the objectives, it does appear that a “hidden curriculum” within the program can be mutually beneficial if the Mentor-Trainee partnership makes an intentional effort to align the goals of the ATP with mentor needs for course quality improvement.