PURPOSE:
Gross anatomy is an early, identity-shaping experience that can reinforce
stress, isolation, or performance pressure. In 2023–2025, our institution
implemented the Developmental Change Model for Flourishing in Medical
Education (DCM-FME) to repurpose the anatomy lab as a Formation Space that
strengthens learner agency, relational trust, and meaningful impact (A–T–MI).
Rather than modifying curricular hours or objectives, the model reframes
existing structures—team assignments, peer mentorship, attendance practices,
lab reviews, and reflective exercises—to cultivate flourishing. This abstract
summarizes program evaluation findings from the first two years of
implementation.
METHODS:
As part of routine quality-improvement efforts, two first-year cohorts
completed block-level “Thrive Assessments” that measured individual
flourishing, systems-level flourishing, and burnout. Items associated with
A–T–MI were examined. Data were analyzed descriptively. Exploratory grouping
techniques, including cluster analysis and radar visualizations, were used to
identify recurring experiential profiles across blocks and years and to
clarify the drivers of student flourishing.
RESULTS:
Three consistent experiential flourishing profiles emerged (High, Moderate,
and Low A–T–MI), each associated with corresponding levels of burnout.
Profiles varied by block, providing insight into shifts in flourishing within
the anatomy learning environment. In the second year of implementation,
students showed a notable shift toward the higher flourishing profiles.
CONCLUSIONS:
Program evaluation indicates that the DCM-FME helped repurpose the anatomy
lab from a primarily technical space into a developmental learning
environment that supports flourishing. Scalable design changes grounded in
human flourishing shaped the learning environment. The DCM-FME offers a
practical, adaptable model for medical science educators seeking to enhance
well-being and professional identity formation within existing foundational
science curricula.