Clinical Anatomy and Unexpected Careers: Is There Curriculum for That?

Abstract

Reduction in faculty positions in higher education and increased graduate matriculation rates represent a higher education conundrum. Planned happenstance theory (PHT) is a career development model focusing on positive outcomes resulting from unpredictable precareer events. This mixed methods study explores how PHT applies to the career paths of a clinical anatomy (CA) postgraduate cohort. It provides insight into educational practices designed to equip students for labor markets inside and outside academia. Alumni of CA (n = 12; 2014-2018) were interviewed about career-related events transpiring from graduate studies to present, allowing exploration on how PHT contextualizes their shared experiences. Planned happenstance career inventory (PHCI) enumerated planned happenstance skill (PHS) scores. Total PHS was referenced 527 times across 12 interviews. Of the PHS references, curiosity established highest incidence (154 references, 29%), optimism (132 references, 25%), flexibility (101 references, 19%), risk-taking (85 references, 16%), and persistence (55 references, 10%) and 43 distinct happenstance events were documented. In addition, social networking (52 references) arose as an emergent code and was divided into internal networking (28 references, 54%) and external networking (24 references, 46%). Application of the five-point PHCI scale revealed: curiosity (4.4 ± 0.3; mean ± SD), flexibility (3.6 ± 0.7), persistence (4.4 ± 0.3), optimism (4.3 ± 0.4), and risk-taking (4.1 ± 0.5). Curiosity had the strongest association with happenstance event incidence. Social networking was a key substituent of PHT not yet described in the literature. Educational practices incorporating PHT concepts, with emphasis on curiosity, may provide graduates novel metacognitive skills needed to develop novel career paths. Anat Sci Educ 14: 460-470.

Job prospects and career pathways for human anatomy graduates from the University of Otago: Implications for student support and professional development

“…To our knowledge, there is a lack of information on how anatomy graduates found their future jobs. Social networking has been suggested to be an essential factor for career happenstance 3 …”

“…Such initiatives may inform the various job opportunities to present students. Indeed, social networking has previously been recommended for anatomy graduates 3 …”

“…Research focusing on gross anatomy has declined over the past decades in many places, 1,2 leading many anatomy departments throughout the world to be merged with other departments or dissipated 3,4 . Consequently, fewer qualified anatomy instructors are available, 5‐8 despite the constant (or growing) need to teach anatomy for various clinical programs.…”

Validity and Reliability of the Malay Version of the Planned Happenstance Career Inventory for Malaysian University Students

“…Besides that, studies have explored how planned happenstance skills can lead to personal and professional growth, significantly contributing to psychological well-being and academic adjustment, making them essential for successful adaptation to professional environments and personal career management [14]. Furthermore, a mixed methods study highlighted the importance of curiosity, optimism, flexibility, risk-taking, and persistence in cultivating planned happenstance skills, with social networking emerging as a key component not previously described in the literature [7]. By addressing uncertainty and developing these skills, individuals can navigate unpredictable events and create opportunities for personal and professional growth, instilling hope and optimism about their future career prospects.…”

“…Five core components, identified through extensive research, form the foundation of PHT [7][8][9]: 1) Curiosity: Serving as the cornerstone of PHT, curiosity fuels exploration and a desire to learn from unexpected situations. It propels individuals beyond their comfort zones, opening doors to new possibilities.…”