“Preparing them for the profession”: An interpretative phenomenological analysis of anatomy educators coping with complexity in the United Kingdom curriculum
(2022)
Journal Article
Kirkness, K. B., Bazira, P. J., Finn, G. M., & Nizza, I. E. (2023). “Preparing them for the profession”: An interpretative phenomenological analysis of anatomy educators coping with complexity in the United Kingdom curriculum. Anatomical Sciences Education, 16(2), 237-251. https://doi.org/10.1002/ase.2225
Efforts to integrate the basic sciences into the ever-changing curriculum are a trending area of research in health professions education. Low-stakes, high-frequency assessment methods such as the progress test are now widely implemented in the Unite... Read More about “Preparing them for the profession”: An interpretative phenomenological analysis of anatomy educators coping with complexity in the United Kingdom curriculum.