The current demand for anatomy educators exceeds the supply of graduates trained specifically in anatomy and anatomy instruction. As more non-anatomists find themselves being called upon to teach anatomy, institutions need to provide support for these faculty, connect them with instructional resources, and help them build skills to teach anatomy. This webinar focuses on the experiences of faculty who were not trained as anatomists (or may not consider themselves to be anatomists) who found themselves having to teach in the anatomical sciences. The speakers will describe the unique trajectories that led them to anatomy teaching and share the resources they used to learn anatomy ‘on the job.’ This webinar will also emphasize the need for professional societies and institutions to offer continuing education for individuals interested in pursuing post-graduate anatomy education.
Justin Shaffer, PhD is a Teaching Associate Professor in the Chemical and Biological Engineering Department at the Colorado School of Mines. He earned a PhD in Bioengineering from the University of Washington in Seattle and a BS in Chemical Engineering from the Pennsylvania State University. Justin combines his training in engineering, biology, and pedagogy to teach thermodynamics, material and energy balances, anatomy and physiology, and introductory biology using active learning and student-centered teaching strategies. He also conducts engineering and biology education research with a focus on the efficacy of high structure teaching practices in undergraduate STEM courses, engineering student attitudes towards biology, and assessment of achievement gaps in first year courses.
Amanda Collins, MPH is the Director of Anatomical Services and an Instructor for the Division of Translational Anatomy at the University of Massachusetts Medical School. She is a licensed funeral director and embalmer with technical training in preservation techniques and environmental health and safety. Her current educational responsibilities include lecturing in embryology and instructing in the anatomy lab for first year medical students. Her research efforts explore grief, healthy aging, and body donation ethics, all of which she strives to integrate into the anatomy lab experience.
Marc Pizzimenti, PhD, MA, BEd is an Associate Professor in the Department of Anatomy and Cell Biology. He has directed (or co-directed) gross anatomy education for the medical curriculum since 2003 and has played a role in helping shape anatomical education within the CCOM. As an educator he seeks to create an environment that is conducive to exploratory learning, promotes the use of interactive discussion, and encourages the academic rigor necessary for professional training. He is involved in teaching across the span of medical education, working with first year students, senior medical students, residents, and clinical faculty. In addition to teaching he conducts research in the anatomical sciences, education-based assessment of student performance, and in curricular development.
Chair: Alexandra Wink, University of Massachusetts Medical School
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