The Embryology Educator Experience: A Comprehensive Survey of Faculty and the Generation of a Phenomenology of Embryology Education
Notice bibliographique
Résumé
There has been a noted decrease in the time and resources devoted to embryology in medical education in the past fifty years. With more changes assured, it is necessary to investigate current patterns and establish what is truly needed for the education of future physicians. To address these concerns, the researcher distributed an online mixed methods survey to current anatomy and embryology faculty and conducted follow‐up interviews with volunteers from that cohort. Thirteen months of data collection yielded 62 participants. Of these individuals, 69% instruct students at allopathic medical schools, 13% at osteopathic medical schools, and the remaining 18% of participants teach at dentistry, other clinical or professional schools, or undergraduate four‐year institutions. The 55 represented schools are distributed widely across North America. In the United States, 20 schools were from the South, 16 from the Midwest, 9 from the Northeast, and 7 from the West. Three schools were from Canada. The survey included questions about curriculum format, teaching experience, resources, and perceptions of embryological content. While 62% of participants reported an integrated curriculum, 32% had separate courses, and 6% had another alternative curricular format. Most participants primarily taught gross anatomy and embryology, and 40% of these individuals had more than 20 years of teaching experience. The researcher used a grounded theory methodology and NVivo qualitative data analysis software to analyze the open‐ended questions regarding what faculty find most interesting or confusing about embryology, and solicitation of suggestions for the improvement of embryology education. Major themes for all three categories included visualization and resources, curricular placement, clinical relevance, and the continual addition of new embryological content via molecular research. A combined grounded theory and phenomenological approach was used to analyze the 13 follow‐up interviews. This generated a “lived experience” narrative of the phenomenon of teaching embryological content to medical students in the modern world, which led to a better understanding of the needs and challenges that face this subject matter and those who teach it. In this fluid time of medical education reform and integration, the experiences and perceptions of faculty in anatomy and embryology are invaluable to assessing the curriculum and formulating evidence‐based curriculum guidelines for the future.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,002 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».