Repurposing the Anatomy Lab: A Developmental Model for Physician Formation and Human Flourishing
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| Title: | Repurposing the Anatomy Lab: A Developmental Model for Physician Formation and Human Flourishing |
|---|---|
| Language: | English |
| Authors: | Jessica Kranzlein, Berkeley Sharpe, Morgan Robinson, Emily Burbank, William G. Pearson (ORCID |
| Source: | Anatomical Sciences Education. 2025 18(9):897-904. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Anatomy, Science Laboratories, Laboratory Training, Medical Education, Medical Students, Physicians, Student Development, Attendance, Cooperative Learning, Communities of Practice, Mentors, Professional Identity, Burnout |
| DOI: | 10.1002/ase.70103 |
| ISSN: | 1935-9772 1935-9780 |
| Abstract: | The anatomy lab has traditionally been a cornerstone of medical education, combining technical skill acquisition with professional identity formation. However, a predominant focus on academic performance, coupled with the intensity of this experience, has raised concerns about learner burnout and diminished humanistic development of students. To address these challenges, we adapted Michael Quinn Patton's Developmental Evaluation--a systems-based approach to social innovation--as the Developmental Change Model for Flourishing in Medical Education (DCM-FME). The DCM-FME provides a flourishing-centered approach to reframe the educational environment without altering the curriculum or compromising competency outcomes. The DCM-FME is structured around four key phases: stakeholder engagement, repurposing existing structures, promoting flourishing perspectives and practices, and continuous evaluation. Stakeholder input from faculty, students, and administrators informed changes such as reimagining attendance procedures as reflective check-ins, restructuring anatomy intern roles to emphasize mentorship, and fostering collaborative learning communities. Flourishing-focused practices emphasized agency, meaningful relationships, and professional identity. These were facilitated through reflective discussions, peer mentorship, and shared decision-making. Ongoing evaluation, using tools like the Thrive Assessment, provided actionable insights, enabling iterative improvements for all stakeholders and the educational environment. This approach reframes the anatomy lab as a developmental environment, fostering holistic growth while addressing systemic contributors to burnout. The DCM-FME offers a resourceful, scalable, and adaptable process for integrating a flourishing-centered approach to physician formation across medical education. Future efforts will explore longitudinal impacts and broader applications to support the development of compassionate and capable physicians. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482686 |
| Database: | ERIC |
| Abstract: | The anatomy lab has traditionally been a cornerstone of medical education, combining technical skill acquisition with professional identity formation. However, a predominant focus on academic performance, coupled with the intensity of this experience, has raised concerns about learner burnout and diminished humanistic development of students. To address these challenges, we adapted Michael Quinn Patton's Developmental Evaluation--a systems-based approach to social innovation--as the Developmental Change Model for Flourishing in Medical Education (DCM-FME). The DCM-FME provides a flourishing-centered approach to reframe the educational environment without altering the curriculum or compromising competency outcomes. The DCM-FME is structured around four key phases: stakeholder engagement, repurposing existing structures, promoting flourishing perspectives and practices, and continuous evaluation. Stakeholder input from faculty, students, and administrators informed changes such as reimagining attendance procedures as reflective check-ins, restructuring anatomy intern roles to emphasize mentorship, and fostering collaborative learning communities. Flourishing-focused practices emphasized agency, meaningful relationships, and professional identity. These were facilitated through reflective discussions, peer mentorship, and shared decision-making. Ongoing evaluation, using tools like the Thrive Assessment, provided actionable insights, enabling iterative improvements for all stakeholders and the educational environment. This approach reframes the anatomy lab as a developmental environment, fostering holistic growth while addressing systemic contributors to burnout. The DCM-FME offers a resourceful, scalable, and adaptable process for integrating a flourishing-centered approach to physician formation across medical education. Future efforts will explore longitudinal impacts and broader applications to support the development of compassionate and capable physicians. |
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| ISSN: | 1935-9772 1935-9780 |
| DOI: | 10.1002/ase.70103 |
