Accreditation Position Statement
   

Position Statement on Accreditation of Faculty Teaching Human Anatomy and Physiology Courses (May 2013; Revised January 2020)

Approved by Human Anatomy & Physiology Society Board of Directors, February 23, 2020

 

In 2005 the Human Anatomy and Physiology Society (HAPS) developed accreditation standards for faculty teaching anatomy and physiology (A&P) based on a survey of successful A&P courses nationwide.  HAPS felt that these criteria were sufficient to demonstrate that an instructor is competent to teach a 2-semester anatomy and physiology course, and the organization encouraged all accreditation agencies and college administrations to use the criteria when evaluating courses or prospective faculty. Although some institutions adopted the criteria, many schools, particularly community colleges, continue to encounter problems from accrediting review committees that put the primary emphasis for credentialing on the teacher’s graduate degree, without regard for postgraduate experience and teaching efficacy.

As a result of these ongoing credentialing problems, a task force composed of members of the American Association of Anatomists (AAA), the American Association of Clinical Anatomists (AACA), the American Physiological Society (APS), and HAPS developed a position statement and accompanying appendices to help institutions determine faculty qualifications for teaching A&P. These four societies represent professionals involved in teaching and research in anatomy and physiology at all levels, from high schools through graduate and professional education. The position statement was published in 2013 and has been widely used by individuals and institutions undergoing accreditation.

In 2018 the Southern Association of Colleges and Schools (SACS) Commission on Colleges adopted a revision of its Principles of Accreditation that supported the HAPS position on determination of faculty qualifications.1 The new guidelines removed all mention of a specific number of graduate credit hours in the discipline being taught. Instead, each institution now must complete a Faculty Roster Form2 that includes information about Academic Degrees and Coursework as well as “Other Qualifications and Comments.”  The Academic Degrees and Coursework instructions3 specifically request “other specific course titles and number of semester hours awarded at the undergraduate or graduate level relevant to the courses assigned [that] might also be helpful in building a case for qualified faculty.”  The instructions for the “Other Qualifications” column specifically mention “documented excellence in teaching,” and “other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes.

In response to SACS’s removal of terminology specifying 18 graduate credits in the discipline being taught, the HAPS standards below and Appendices 1 and 3 have been updated to remove all mention of credit hours. The content otherwise has not changed.

 

Background

Courses in human anatomy and physiology are a major component of many programs designed for prospective health professionals. These courses may be taught as a 2-semester combined class, commonly called Anatomy and Physiology (A&P), or the two disciplines may be taught separately. The majority of students taking human anatomy and physiology are planning a career in the health sciences. Some health professions programs require 8 credit hours of human anatomy and physiology with laboratory prior to matriculation. Currently most medical and dental schools do not require anatomy and physiology for entry but many students headed for these programs take A&P to prepare for their admissions tests (the MCAT and DAT).

Other career paths of students taking A&P courses include nursing, occupational therapy, physical therapy, physician assistant, radiation technology, laboratory/medical technology, dental hygiene, pharmacy and related disciplines. These programs in the health professions range from certificate programs to bachelor’s degree programs to graduate degree programs, and the students taking A&P vary widely in background and ability. Entry into most of the career programs listed above is contingent upon successful completion of anatomy and physiology with a grade of C or above. In competitive programs, the grade requirements may be much more restrictive.  Students majoring in physical education, sports training, or kinesiology also have course requirements for A&P and make up a small component of the classroom population.

The 2-semester/3-quarter undergraduate course usually known as Human Anatomy and Physiology or simply Anatomy and Physiology is a large introductory course that may be offered by a variety of life science departments.  Nationwide, roughly two-thirds of these combined A&P courses are taught at community colleges, with the remaining third taught in four-year schools and universities.  Combined A&P is one of the larger introductory level courses, with approximately 450,000 students enrolled each year in the US and Canada.

At community colleges, the combined A&P course is often taken in the first year of college, without college-level prerequisites in biology, chemistry, or mathematics. Because students may lack appropriate background, a combined A&P course may cover a diversity of topics, including not only anatomy and physiology, but introductory biochemistry, cytology, histology, molecular biology, genetics, immunology, nutrition, embryology, and pathology.  The coverage is so diverse and the principles so relevant to a general understanding of modern biology that a 1-semester version of combined A&P is often used to satisfy the general biology requirements for non-majors students.

At four-year colleges and schools, the combined A&P class is less common, and anatomy and physiology are often taught separately in courses for biology majors. Two-semester A&P courses may be taught at these schools as service courses, distinct from courses for life science majors. The instructors may come from life science departments, or in some cases, the sequence may be offered by another academic division, such as anatomy and physiology departments within an associated medical school.   As a result, the diversity of faculty teaching A&P roughly approaches the diversity of topics presented within the course.

 

The Need for Standardization of Criteria for the Selection and Accreditation of Faculty

It is in the best interests of all parties during an accreditation review to use a standardized set of criteria when evaluating the faculty teaching anatomy and physiology courses. Credentialing faculty to teach human anatomy and physiology differs somewhat from credentialing for teaching in other biology courses due to the close relationship between A&P and the biomedical sciences.  A&P faculty may gain expertise through postgraduate training and hands-on experience in a variety of clinical fields as well as from didactic courses taken as a graduate student.

Furthermore, clinical experiences need not be limited to settings that deal with humans as patients. Because of the evolutionary conservation of structure and function in vertebrate animals and because of the core concepts that apply to all living organisms, faculty who have trained in comparative anatomy or comparative physiology, such as veterinarians, may be as qualified to teach human A&P as someone who studied human medicine. These standards have not been recognized in the past. 

Most problems with credentialing faculty to teach A&P come from situations where anatomy and physiology are combined into a 2-semester sequence. This is because graduate training in anatomy and in physiology are usually separate: the graduate degree is in one of the two fields but not both. Opportunities to obtain an M.S. or Ph.D. degree in “human anatomy and physiology” are extremely limited, and many such programs now in existence arose in response to credentialing problems. Faculty with a degree in one field often have gained expertise in the other through work outside of their graduate studies, so it is critical that there be methods for assessing competencies acquired that way.

 

Standards for Instructors in Anatomy and Physiology

The minimum criteria for teaching introductory level human anatomy and physiology courses are

(1) a Masters-level or higher degree in a life science, or a professional degree or other advanced clinical degree awarded by a nationally accredited institution. Analysis of an individual’s degree program may be necessary to determine its suitability for meeting this criterion.

  • “Life sciences” can be broadly interpreted to include related fields such as biological anthropology, kinesiology, and exercise science.
  • Clinical degree programs include, but are not limited to, medicine, nursing, dentistry, optometry, physician assistant, clinical laboratory science, public health, osteopathy, chiropractic, veterinary medicine, and physical therapy.
  • Examples of professional degrees in the biomedical sciences include but are not limited to MSN, MD, DO, DC, DPT, DDS, and DVM.  Equivalent international degrees may be accepted as fulfilling the degree requirements.
  • Degrees in science education should not exclude faculty members from being qualified as long as they have the appropriate credits in science, as indicated by the course list in Appendix 1 or the alternate ways for obtaining training.

(2) Documentation of relevant courses, research, clinical work, continuing education, or experience in the field as described below.

The experience needed to become a competent and effective instructor in anatomy and/or physiology can be accumulated through a combination of

  • undergraduate and graduate coursework
  • mentored A&P teaching experience as a graduate teaching assistant or as postdoctoral faculty
  • postgraduate experience teaching A&P courses
  • postgraduate work in human anatomy and/or physiology, including continuing education credits or certificate programs
  • research in a field relevant to A&P or anatomy and physiology education as evidenced by publication in peer-reviewed journals
  • clinical experience in a human or animal biomedical field

 

Determining Faculty Qualification

Anatomy and physiology are subsets of biology. Because the core concepts of biology apply broadly to all living organisms, a great diversity of biology courses are directly applicable to human A&P.  Instructors must be prepared to integrate introductory level chemistry and biochemistry not only with anatomy and physiology, but with a variety of other relevant topics, including cytology, cell physiology, molecular biology, histology, microbiology, immunology, embryology, and nutrition. Because of the interrelatedness of topics in biology, a course in any one of the topics above will include a significant amount of anatomy and physiology, and therefore is appropriate background for an A&P instructor.

Appropriate graduate course credits may come from a variety of graduate programs as well as from graduate-level professional schools such as medical schools. Suitability of a graduate class should never be determined simply by the prefix letters of the graduate program. When necessary, the credit-granting institution should be asked to provide a syllabus or summary of the course in question.

Appendix 1 lists typical courses that are relevant to the teaching of anatomy and physiology at the introductory level. This list is intended as a reference and a guide, not as a comprehensive or exclusionary listing of applicable courses, and course titles on a transcript may vary considerably from those listed.  The list is meant simply to provide an indication of the diversity of topics directly relevant to human anatomy and physiology.

Credentialing committees seeking additional information about the content relevant to teaching A&P can examine the following documents adopted by the professional societies:

HAPS Course and Curriculum Guidelines

APS Medical Physiology Learning Objectives

 

Other Qualifications

This document recognizes that there are multiple ways to gain expertise in a topic, including mentored teaching as a graduate student or postdoctoral student, prior teaching experience, continuing education through attendance at meetings or workshops, and hands-on experience through research or clinical work. For some faculty, their more recent activities are a better reflection of their training and competencies than their graduate degree and graduate courses because of the rapid advances in science that take place constantly.

Faculty being credentialed should document all relevant experience. Feedback from accrediting bodies indicates that the documentation must explain explicitly how the credentials presented qualify the faculty member for teaching the courses to which they are assigned.  A sample “crosswalk” document showing how this can be done effectively is included in Appendix 2, and a checklist for faculty to track their qualifications is Appendix 3.

If teaching experience in the field is being used as part of the credentialing process, supporting documentation such as student or peer evaluations of teaching, students’ results on standardized or institutional examinations, and course syllabi should be available for inspection.

 

Evidence of Teaching Effectiveness

Content expertise should only be one part of the credentialing process. The second component should be demonstration that the instructor is an effective teacher. As with content, documentation of teaching effectiveness can take many forms, such as a teaching portfolio, statement of teaching philosophy, peer and student evaluations, teaching awards and honors, and student performance on pre- and post-tests, standardized examinations or department-wide tests that compare students in comparable courses taught by different instructors.

 

The Task Force

The 2013 task force (Table 1) was composed of representatives from the four societies whose members are most involved with teaching anatomy and/or physiology: HAPS, APS, American Association of Anatomists (AAA), and the American Association of Clinical Anatomists (AACA).

 

Table 1: Members of the 2013 anatomy and physiology credentialing task force

 

Jennifer Burgoon

Division of Anatomy

Ohio State University

Robert Carroll

Department of Physiology

East Carolina School of Medicine

Jon Jackson

Department of Anatomy & Cell Biology

University of North Dakota School of Medicine

Rebecca Lufler

Department of Anatomy & Cellular Biology

Tufts University School of Medicine

Valerie O’Loughlin

Department of Anatomy & Cell Biology

Indiana University, Bloomington

Rebecca Pratt

Department of Radiology, Anatomy Division

Michigan State University College of Medicine

Dee Silverthorn (Chair)

Integrative Biology

University of Texas at Austin


This report is derived from the HAPS 2005 credentialing position paper, developed under the guidance of then-President Ric Martini. Members of the Board who participated include:

Frederic Martini, University of Hawaii, Haiku, HI

Mary Bracken, Trinity Valley Community College, Terrel, Texas

Elizabeth Becker, Elgin Community College, Elgin, Illinois

Richard Faircloth, Anne Arundel Community College, Arnold, MD

Christine Eckel, Salt Lake Community College, Salt Lake City, UT

Joseph Gar, West Kentucky Community & Technical College, Paducah, KY

Mark Bolke, Clark College, Vancouver, WA

Gail Jenkins, Montgomery College, Tacoma Park, MD

Sandra Lewis, Pierce College, Puyallup, WA

Joseph Griswold, The Science Learning Workshop, Brigantine, NJ


Accreditation documents to download

Item Name Posted By Date Posted
Accreditation Position Statment PDF (185.77 KB) Administration 2/24/2020
Appendix 1 - Coursework PDF (57.17 KB) Administration 2/24/2020
Appendix 2 - Sample Crosswalk PDF (86.59 KB) Administration 2/24/2020
Appendix 3 - Minimum Requirements PDF (106.53 KB) Administration 2/24/2020
SACS 2018 Faculty qualifications PDF (77.46 KB) Administration 2/24/2020
SACS 2018 Faculty Roster Form DOCX (18.04 KB) Administration 2/24/2020
SACS 2018 General Instructions for Faculty Roster PDF (74.68 KB) Administration 2/24/2020