The purpose of this study was to describe the design and evolution of a unique and successful Master of Science program in anatomical sciences at one Canadian post-secondary institution and to evaluate its long-term impact on student learning. This program prepares students to teach anatomy and design curricula in the anatomical sciences and is structured around three pillars of competency—content (disciplinary knowledge and transferable skills), pedagogy, and inquiry. Graduates of the program from the last ten years were surveyed, to better understand the knowledge, skills, and habits of mind they have adopted and implemented since completion. Interest was taken in identifying aspects of the program that students found particularly beneficial and areas that needed to be further developed. Based on the findings, this program has been a highly valuable experience for the graduates especially in helping them develop transferable skills, and grow as individuals. The hope is that other institutions that have similar programs in place or are considering developing them would benefit from this description of the program design and the sharing of the lessons learned.

Additional Metadata
Keywords anatomical sciences, graduate training, post-secondary education, program evaluation, transferable skills
Persistent URL dx.doi.org/10.1002/ase.1797
Journal Anatomical Sciences Education
Citation
Kolomitro, K. (Klodiana), MacKenzie, L.W. (Leslie W.), Wiercigroch, D. (David), & Godden, L. (2018). The design and evaluation of a master of science program in anatomical sciences at Queen's University Canada. Anatomical Sciences Education, 11(6), 613–622. doi:10.1002/ase.1797