Career progress of temporary lecturers in anatomy: A surgical success story

Willan, P. L. T.; Whitmore, Ian; Humpherson, John R.

doi:10.1002/(sici)1098-2353(1998)11:1<50::aid-ca8>3.0.co;2-w

Cited by 8 publications

(6 citation statements)

References 7 publications

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“…At Ulm University in Germany the selection process was more informal and simply involved circulating a list of applicants so lecturers could individually select their preferred near‐peer teachers (Horneffer et al, ). None of the reviewed articles described the recruitment or selection process for cross‐level teachers, with the exception of Willan et al (), Willan and Humpherson () who reported that demonstrator positions at the University of Manchester in UK were advertised in international medical journals. Reciprocal‐peer teachers were utilized on an alternating or rotating basis, thus ensuring that all students within a cohort adopted the role of teacher.…”

Section: Resultsmentioning

confidence: 99%

“…Three studies examining the long‐term impact of the sessional anatomy teacher experience (Willan et al, ; Koshi and Holla, ; Ocel et al, ) indicated that sessional teachers continued to value the experience of teaching anatomy and the transferable skills that were developed in sessional teaching positions. Several studies published in the 1990s (Willan et al, ) demonstrated that sessional teachers performed highly on surgical entrance examinations and were more likely to achieve a career in surgery than the general population of graduate doctors. Notably, most of these studies focused on medically qualified cross‐level teachers, with only a single study examining the long‐term benefits of near‐peer teaching for medical students (Ocel et al, ).…”

Section: Discussionmentioning

confidence: 99%

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Dissecting the role of sessional anatomy teachers: A systematic literature review

Rhodes

Fogg

Lazarus

2017

Anatomical Sciences Ed

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Worldwide there is a growing reliance on sessional teachers in universities. This has impacted all disciplines in higher education including medical anatomy programs. The objective of this review was to define the role and support needs of sessional anatomy teachers by reporting on the (1) qualifications, (2) teaching role, (3) training, and (4) performance management of this group of educators. A systematic literature search was conducted on the 27 July 2017 in Scopus, Web of Science, and several databases on the Ovid, ProQuest and EBSCOhost platforms. The search retrieved 5,658 articles, with 39 deemed eligible for inclusion. The qualifications and educational distance between sessional anatomy teachers and their students varied widely. Reports of cross-level, near-peer and reciprocal-peer teaching were identified, with most institutes utilizing recent medical graduates or medical students as sessional teachers. Sessional anatomy teachers were engaged in the full spectrum of teaching-related duties from assisting students with cadaveric dissection, to marking student assessments and developing course materials. Fourteen institutes reported that training was provided to sessional anatomy teachers, but the specific content, objectives, methods and effectiveness of the training programs were rarely defined. Evaluations of sessional anatomy teacher performance primarily relied on subjective feedback measures such as student surveys (n = 18) or teacher self-assessment (n = 3). The results of this systematic review highlight the need for rigorous explorations of the use of sessional anatomy teachers in medical education, and the development of evidence-based policies and training programs that regulate and support the use of sessional teachers in higher education. Anat Sci Educ 11: 410-426. © 2017 American Association of Anatomists.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Dissecting the role of sessional anatomy teachers: A systematic literature review

Rhodes

Fogg

Lazarus

2017

Anatomical Sciences Ed

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“…[2] A decline and dearth of anatomy lecturers to match the number of medical schools and increasing student populations has been reported in USA and India. [1][2][3] More medical schools are springing up in Nigeria.…”

Section: Introductionmentioning

confidence: 99%

“…[1,3] Teaching of gross anatomy to preclinical students by surgeons in the USA provided clinical adjuncts and offered assistance to professional anatomists and anatomy course directors. [4] Medical doctors also serve as temporary anatomy lecturers to fill the gap of declining medically qualified anatomy lecturers in the UK.…”

Section: Introductionmentioning

confidence: 99%

“…[4] Medical doctors also serve as temporary anatomy lecturers to fill the gap of declining medically qualified anatomy lecturers in the UK. [3] Practical and clinical adjunct to lectures was considered by ~90% of medical students as having the potential of making learning more interesting and easier to remember. [5] The choice of career path by doctors is influenced by a number of factors.…”

Section: Introductionmentioning

confidence: 99%

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The prospect of anatomy as a career choice among clinical year medical students in Nigeria

Onakpoya

Adereti

2009

Ann Afr Med

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Background: Medical doctors are potential important source of anatomy teachers. The aim of this study was to determine the choice of anatomy as a career option among medical students in a Nigerian medical school Method: Descriptive survey of second-and third-year medical students using a self-administered questionnaire to asses age, sex, perception of anatomy as a subject, anatomy training experience and choice of anatomy as a career among respondents. Analysis was conducted using the SPSS and statistical signifi cance inferred at P<0.05. Results: Three hundred and fi fty three (85.3% response rate) who completely fi lled questionnaire were returned and analyzed of which 195 (55.2%) were males and 158(44.8%) were females. Their ages ranged between 18 and 37 years with a mean of 22.4 ± 9.9 years. Although most students agreed that anatomy was an important subject in medical sciences 346 (98%), they had benefi ted from anatomy training in their clinical classes 320 (90.7%), and the knowledge of anatomy is useful in investigating patients with certain diseases 251 (71.1%), only 22 (6.2%) would choose anatomy as a career. Male students were more likely to choose anatomy as a career (P=0.026). Textbooks were the most common 334 (94.5%), while radiological means were the least 23 (6.5%) method employed in learning anatomy. Conclusion: Anatomy as a subject is perceived positively by clinical medical students, but the choice as a career option is low; attempt at increasing career interest is needful.

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Concepts of variation and normality in morphology: Important issues at risk of neglect in modern undergraduate medical courses

Willan

Humpherson

1999

Clin. Anat.

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Career progress of temporary lecturers in anatomy: A surgical success story

Cited by 8 publications

References 7 publications

Dissecting the role of sessional anatomy teachers: A systematic literature review

Dissecting the role of sessional anatomy teachers: A systematic literature review

The prospect of anatomy as a career choice among clinical year medical students in Nigeria

Concepts of variation and normality in morphology: Important issues at risk of neglect in modern undergraduate medical courses

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