In the LEANbody project we have developed tools that are useful for anatomists to improve their teaching management standards and, as a result, enhance their ability to manage mental health for both themselves and their students. All assessment tools constructed were based on existing scientific evidence that was thoroughly explored during the project.  Overall leading organisation in developing these tools was Karolinska Institute, but all partners collaborated equally with their dedicated TOPIC. The lead expert in this process was Amani Eltayb on behalf of Karolinska Institute. 

The first type of survey tool was designed to investigate existing teaching traditions in contemporary anatomy education. This tool was an updated version of widely available instruments in the literature on teaching anatomy. This tool was created as 2 separate survey tools TOPIC 3a and 3b tools: one tool for anatomy teachers (3a) and one for course directors (3b).  

The second type of assessment tool aimed to explore the knowledge levels of anatomists on topics such as international quality standards in medical education (TOPIC 1 tool), student-centered pedagogy (STEP 1 quiz), professional attitude development strategies in higher education (TOPIC 2 tool), and workplace mental health management (TOPIC 5 tool). These tools updated, validated, and standardized the needs analysis that had been prepared and presented during the project proposal submission. Importantly, project participants working on this tool relied on the results of our literature analysis, which explored the context of the anatomist profession and how it could deliver value for medical students from epistemic, psychological, sociocultural, and economic perspectives.

The third type of assessment tool was proposed to be constructed for monitoring and measuring the professional attitudes of medical students studying human anatomy. Based on the survey results of consortium members about this topic, there was no consensus on how to measure professional attitudes in an objective way. Therefore in this project, we realized that we have to start first with clarifying all other aspects of this topic which ended up in the TOPIC 2 tool.  

The fourth type of assessment tool was aimed as a self-assessment tool for anatomists to evaluate the quality of their teaching workload management. In the case of this tool, we rather included our findings in the TOPIC 5 tool, which has been described above.  

We have created several more tools for innovation of anatomy teaching in the form of longer or shorter presentations which contain best practices, guidelines, and frameworks. These were created to target the needs of anatomists based on the needs assessment of this project. Eg. a tool to introduce constructive alignment in the course, to decrease drop-out rates, to introduce global agendas in the curriculum, to introduce development of professionalism into anatomy courses, and many more to explore by clicking below:

Literature Analysis                      Presentations                    Innovative Teaching Tools                   Guidebook                 Training Course