The Education Track PhD Program in Anatomy at Indiana University School of Medicine: A Decade Producing Anatomy Educator‐Scholars

Abstract

In 2008, the Indiana University School of Medicine (IUSM) admitted its first student to a newly approved PhD program focusing on anatomical education rather than biomedical research. The goal of the Education Track PhD program is twofold: (1) to provide students with extensive training in all of the anatomical sub‐disciplines coupled with sufficient teaching experience to be fully prepared to assume major educational responsibilities upon graduation and (2) to train students to conduct rigorous, medical education research and other educational scholarship necessary for promotion and tenure. The 90‐credit hour curriculum includes coursework in anatomy and other biomedical subjects, education, statistics, and electives. For their dissertation work, the students complete a research project about some aspect of medical education. As of December 2017, the Education Track program had admitted 23 students and produced 10 graduates. Two more students are anticipated to graduate by June 2018. All of the graduates were offered faculty appointments (8 tenure track and 2 non‐tenure track) immediately upon graduation at major universities and medical schools. Four of the graduates were offered positions at IUSM. Eight graduates have appointments in medical school anatomy departments, 1 in a physical therapy department, and 1 in a physician assistant department. None of the graduates have been in their faculty positions long enough yet to have achieved tenure. During the period from 2009 through 2017, the students and graduates of the program gave 77 conference presentations and authored 40 peer‐reviewed publications about anatomy or other aspects of medical education. Thus, in the 10 years since its inception, the Education Track program has successfully produced a small but stable supply of doctoral‐level anatomy educator‐scholars for a growing academic market.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.