How has the Profession of Anatomists evolved to inspire medical students of the future - Workshop in Cambridge - 08. 2022

The workshop held at the University of Cambridge was a fruitful event that delved into the intricacies of teaching traditions and professionalism. The workshop aimed to provide educators with a comprehensive understanding of historical and contemporary teaching practices at Cambridge University, UK, and Karolinska Institute, Sweden, while also emphasising the importance of maintaining high professional standards. Participants were detailed and introduced to the Cambridge college system (Professor Cecilia Brassett). 

The first part of the workshop featured a series of lectures and discussions led by esteemed professors and education experts from Cambridge University (Professor Paul Wilkinson, Dean, University of Cambridge School of Clinical Medicine and Honorary Consultant in Child and Adolescent Psychiatry, Dr. Stephen Barclay (ethic aspect of the donor program), Dr. Robbie Duschinsky (mental health of student, primary care, ethical context), Dr. Elizabeth Soilleux (“Entry to the Profession”: Scenario-Based Approach to Teaching Professionalism during first-years), Dr. Fiona Cooke (mental health of students), Dr. Roger Petter (student welfare), Dr. Elizabeth Fistein Professional Responsibilities - Course covering: Ethics and Law, Learning and Teaching, Clinical Leadership, Patient Safety, Multi-professional Teamworking and Career Planning). These sessions explored various teaching traditions from different cultures offering the participants a rich tapestry of educational methodologies. A significant portion of the workshop was dedicated to the concept of professionalism in education. Participants were discussing topics dealing with student mental health problems.  

The second part of the workshop was led by experts from Karolinska Institute, on the theme: Rethinking anatomy teaching and learning (led by Dr. Jennifer Valcke and Dr. Amani Eltayb). Participants were dealing with the dominant and emerging paradigms upon which the discipline of anatomy rests, the cultural differences experienced by international students as well as the need to reform education figures (in Central Europe it is entirely common that anatomy handouts only use figures of white males, there is a demand for figures using other races as well in anatomy education). How to create a safe space to improve quality learning and how teachers and educators can promote anatomy teaching diversity. Participants met advocacy and learning through SDG4. A broad discussion was about inclusive language, how educators could encourage representation of anatomy across the curriculum, what to consider while contextualising course material for students, and what assumptions and aspirations are there while generating our course materials. Participants were engaged in interactive sessions that encouraged the exchange of ideas and experiences. These activities fostered a collaborative environment where participants could learn from each other and discuss the practical application of different teaching techniques. Participants were introduced to the term and the narrower meaning of ‘constructive alignment,’ which led them to reflect on the organisation of teaching in their home environment. Participants profited also from the hands-on workshops where they discussed practical features in real-world scenarios. 

Topics during the whole workshop included ethical teaching practices, the role of continuous professional development, and strategies for maintaining a positive and productive classroom environment. These sessions were particularly beneficial in helping develop practical skills that one could implement in their own teaching environment. The workshop provided the participants with networking opportunities. Overall, the workshop at the University of Cambridge was a resounding success. It not only enriched the knowledge of teaching traditions and professionalism but also equipped the participants with practical tools to enhance their teaching practices. The event underscored the importance of continuous learning and professional growth in the field of education. 

Social programs we organised in Cambridge for the workshop attendees included learning about important landmarks of the development of modern science, western society, and medicine in general which took place in the UK, particularly in Cambridge.  With relevance to the LEANbody project, we have learned about the story of abolition of slave trade by William Wilbeforce. His story still inspires us all to improve regulations, policies and traditions in our profession so that the human dignity of both patients, medical students, and anatomy teachers is fully respected in hierarchical and highly competitive contexts of academia.

(more about the effects of Wilbeforce's work is to watch here, or here)