Clinical Anatomy and the Unexpected Career: Is there a Curriculum for that?
Authors: Bazos Ethan , Attardi Stefanie , Baytor Jennifer , Wilson Timothy D. 
Published: June 2021

Traditional models of career progression: graduation, career selection, and retirement, are endangered species. Higher education institutions must adapt beyond the role of knowledge transmission and translation to prepare graduates for career evolution. Planned Happenstance Theory (PHT) is a career development model centered on the positive effects of unpredicted career‐related events occurring throughout an individual's life. Unpredictable career events, termed “Happenstance Events”, can influence career trajectory when recognized and leveraged. PHT consists of 2 competencies: (i) Actively exploring career interests and increasing “Happenstance Event” frequency, and (ii) 5 happenstance sub‐skills allowing individuals to take advantage of these events as they occur. We aimed to investigate how PHT applies to our Clinical Anatomy (M.Sc.) post‐graduate cohort to understand how these events have shaped their view of anatomy and graduate school with respect to their career goals. By doing so, we may be better able to adjust curriculum design processes and there‐by align individuals to a more fortuitous career path.

Participants were Clinical Anatomy alumni (n=12) who graduated since 2014. During structured interviews, participants recalled the nature of events transpiring from beginning their graduate studies to their current position. Interviews were qualitatively examined for the presence of skills and happenstance events using phenomenological design. Following these interviews individuals were assessed for the presence of skills using the Planned Happenstance Career Inventory (PHCI).

Data revealed mean PHCI skill scores: curiosity (4.4±0.3 on a 5‐point scale), flexibility (3.6±0.7), persistence (4.4±0.3), optimism (4.3±0.4), and risk‐taking (4.1±0.5). Interview coding established curiosity with highest incidence (72 ref, 31%), followed by optimism (40 ref, 20%), and persistence (40 ref, 17%). Flexibility (36 ref, 15%) and Risk‐taking (34 ref, 15%) had the lowest incidence, with a total “Planned Happenstance Skill” reference count of 233 across 8 (of 12) transcribed interviews; suggesting a “Happenstance Event” rate of 3.4 times per student.

Our data suggest that Clinical Anatomy graduates exhibit high levels of Planned Happenstance Skills (curiosity, persistence, and optimism) through phenomenological study and by PHCI subscale scores. We suggest program curricula may benefit from incorporating teaching practices and opportunities integrating PHT. By providing students the metacognitive principles underlying PHT, they may be better predisposed to recognising and acting on career opportunities when they occur. If happenstance events are regarded as opportunities, and not as divergent paths from finite career trajectories, graduates will open themselves to a wider range of world views and a broader network of employers, colleagues, and/or personal business opportunities.

This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.