Dr. Zumwalt joined the Department of Anatomy and Neurobiology in 2007. She has a strong interest in curriculum and faculty development in medical education, with a particular focus on bridging the foundational and clinical sciences. A parallel interest is the development of graduate students as future biomedical educators.
Dr. Zumwalt directs the Body Structures (medical gross anatomy) modules for the first year medical curriculum. She also teaches advanced clinical anatomy topics in the medical school curriculum, including anatomy refresher sessions for the Radiology and Obstetrics & Gynecology clerkships. Within the Department of Anatomy & Neurobiology she is Course Director of the Teaching in the Biomedical Sciences course and Anatomy Journal Club.
Dr. Zumwalt earned her doctorate in 2005 from the Center for Functional Anatomy and Evolution at the Johns Hopkins University School of Medicine. Her research there demonstrated that endurance exercise does not affect the surface morphology of skeletal muscle attachments. These findings challenge the rarely questioned assumption that analysis of these features can be used to provide insight into the activity patterns of extinct human and animal populations. Dr. Zumwalt subsequently joined the Animal Locomotion Laboratory in the Department of Biological Anthropology and Anatomy at Duke University. There she investigated the effects of hypermuscularity on locomotor patterns and bone morphology in rodents. She also collaborated on various research and educational projects with clinicians in radiation oncology, obstetrics and gynecology and neurology.
Dr. Zumwalt is the chairman of the Preclerkship Curriculum Subcommittee of the Medical Education Committee and is a past chairman of the John McCahan Medical Campus Education Day committee. She is a School of Medicine representative to the Boston University Faculty Council and department representative to the BUSM Committee on Faculty Affairs. She also serves as the Masters Student Advisor for the Department of Anatomy and Neurobiology. On a national level, she is actively involved in the American Association of Anatomists, having served on the Board of Directors and the AAA’s Advisory Committee of Young Anatomists. She also represents BUSM nationally on the AAMC Committee on Faculty and Academic Societies.
Graduate Faculty (Primary Mentor of Grad Students)
Boston University School of Medicine, Graduate Medical Sciences
2018 Boston University School of Medicine:
Stanley L Robbins Educator of the Year
2010 Boston University School of Medicine:
Educator of the Year - Preclinical
Publications listed below are automatically derived from MEDLINE/PubMed and other
sources, which might result in incorrect or missing publications. Faculty can
to make corrections and additions.
Showing 10 of 29 results.
Yang CY, Zumwalt A, Larson AR. Dermatology and anatomy laboratory: comparing three formats of integration. Dermatol Online J. 2020 Aug 15; 26(8).View Related Profiles. PMID: 32941711
Dominguez I, Zumwalt AC. Integrating the basic sciences in medical curricula: focus on the basic scientists. Adv Physiol Educ. 2020 Jun 01; 44(2):119-123.View Related Profiles. PMID: 32108509
Zumwalt AC & Dominguez I. Integrating the Educators: Outcomes of a Pilot Program to Prime Basic Science Medical Educators for Success in Integrated Curricula. Medical Science Educator. 2019; 29:637–642.
Loth S, Cote AC, Kabiri NS, Bhangu JS, Zumwalt AC, Moss M, Thomas K. Improving Triage Accuracy in First Responders: Measurement of Short Structured Protocols to Improve Identification of Salient Triage Features. World Medical & Health Policy. 2019; 2(11):163-176.
Yang CY, Zumwalt AC, Larson AR. Dermatology and anatomy laboratory: comparing three formats of integration. Dermatol Online J. 2018 Dec 15; 24(12).View Related Profiles. PMID: 30677791
Turk KW, Elshaar AA, Deason RG, Heyworth NC, Nagle C, Frustace B, Flannery S, Zumwalt A, Budson AE. Late Positive Component Event-related Potential Amplitude Predicts Long-term Classroom-based Learning. J Cogn Neurosci. 2018 09; 30(9):1323-1329.View Related Profiles. PMID: 29791297
Zumwalt AC, Iyer A, Ghebremichael A, Frustace BS, Flannery S. Gaze patterns of gross anatomy students change with classroom learning. Anat Sci Educ. 2015 May-Jun; 8(3):230-41. PMID: 25156955; DOI: 10.1002/ase.1485;
Pearson WG, Zumwalt AC. Visualizing Hyolaryngeal Mechanics in Swallowing Using Dynamic MRI. Comput Methods Biomech Biomed Eng Imaging Vis. 2013 Oct 29. PMID: 25090608; DOI: 10.1080/21681163.2013.846231;
Lufler RS, Zumwalt AC. Imaging the cadavers being dissected does not appear to improve the gross anatomy dissection experience. Anat Sci Educ. 2014 Jan-Feb; 7(1):78-9. PMID: 24115605; DOI: 10.1002/ase.1399;
Arya R, Morrison T, Zumwalt A, Shaffer K. Making education effective and fun: stations-based approach to teaching radiology and anatomy to third-year medical students. Acad Radiol. 2013 Oct; 20(10):1311-8.View Related Profiles. PMID: 24029065; DOI: 10.1016/j.acra.2013.07.012;
This graph shows the total number of publications by year, by first, middle/unknown,
or last author.
Available to Mentor as: (Review Mentor Role Definitions)
I have a fundamental commitment and passion for training future educators. I teach the foundational course in teaching theory and practice in my department's Vesalius Program (www.bu.edu/vesalius), I have extensive experience mentoring graduate students as they develop intensive independent teaching projects, and have further training through the Harvard Macy Program for Educators in Health Professions. I therefore would be pleased to serve as an Education Mentor to faculty or student trainees.
I am the Masters Student Adviser for the Department of Anatomy and Neurobiology and also have extensive experience working medical students at all stages of the 4-year curriculum. Therefore I am available to mentor both graduate and medical students for academic, career, or work-life balance issues.
Finally, I serve on a variety of committees that address faculty issues across BUMC and BU so I am familiar with the challenges faculty face in a variety of scenarios. I would therefore be pleased to serve as a career, diversity, or education mentor for my faculty peers as well.
Co-Mentor or Peer Mentor