Exploring opportunities for embedding graduate attributes in a first-year undergraduate anatomy course for allied health students

BACKGROUND: There is a growing discontent within the health care industry regarding the state of preparedness of graduates to adequately function in a dynamic work environment. It is therefore required of higher education institutions to equip graduates with skills beyond disciplinary expertise, which would allow them to function optimally in work environments. This study presents a team dissection project that incorporates graduate attributes in an undergraduate first-year anatomy course for the medical orthotics and prosthetics program. METHOD: Focus group interviews with students (n = 23) were used to demonstrate the achievement of graduate attributes by aligning student perceptions of the dissection project with graduate attributes and indicators thereof. RESULTS: Students were positive about the effectiveness of the dissection project in enforcing anatomical knowledge; ensuring active engagement with human material; enhancing communication skills and teamwork; and increasing sensitivity towards cultural diversity. These views related largely to those graduate attributes which engage students towards becoming active and reflective learners; creative thinkers; independent and collaborative workers; effective communicators; and culturally and socially aware citizens. Areas of dissatisfaction included challenges with the use of technology for the video preparation; repetition of presentations and large dissection teams. CONCLUSION: There is an emerging view that graduate attributes be integrated as early as possible into program curricula so as to become intrinsic in a student’s academic and professional development. Through the expansion of a dissection project forming part of a subject taught very early on in a program’s curriculum, the integration of graduate attributes and discipline-specific competencies are highlighted.