An Integrated Anatomy Pre‐Matriculation Program for At‐Risk Medical Students

Abstract

Introduction Entering medical school can be a stressful transition for students. Similarly, few students have experience in anatomical coursework. To ease this burden, pre‐matriculation programs, particularly focusing on anatomy, have been created at other universities. In 2021, the Indiana University School of Medicine (IUSM) implemented a pre‐matriculation program (termed the Leadership and Academic Development Scholars; LEAD Scholars) targeting under‐represented students in medicine (URiM). Disadvantages resulting in academic performance disparities have been observed at IUSM for URiM students. The goal of this study was to identify medical students’ preparedness for anatomy and determine the impact of this program on diminishing disparities in student success. Methods In an IRB‐approved study, matriculating medical students identified as URiM or demonstrated other risk factors for diminished access to educational resources were invited to participate in the LEAD Scholars program; 25 accepted. The program lasted four weeks prior to the start of the first semester and mostly covered content presented in the first unit of the medical integrated anatomy course. The program concluded with a no‐stakes final exam. Mann‐Whitney analyses compared LEADS with non‐LEADS student performance throughout the integrated anatomy course in the professional curriculum. LEADS students were also asked to complete questionnaires to determine prior anatomy experience and perceived benefits of this experience. Results Only 27% of LEADS students had undergraduate anatomy experience. Prior dissection experience was primarily isolated to individual organs (68%) followed by frogs and fetal pigs (41%), and human cadavers (36%). LEADS students reported feeling equally prepared (36%) and unprepared (36%) for the LEADS program, while 24% felt somewhat prepared. Following completion of the LEADS program, 100% of students recommended taking an anatomy course prior to medical school. Finally, there was no significant difference between the performance of LEADS students and non‐LEADS students in the professional anatomy course for all combined unit exams (n=3) and a cumulative anatomy NBME exam. Conclusion Overall, LEADs students performed equal to the non‐LEADs cohort in the medical program, suggesting success of the LEADs program as traditionally these students struggle academically. LEADs students did not have extensive anatomy experience, with prior dissection experience focusing on non‐human specimens. Following completion of the program, 100% of students recommended taking anatomy prior to medical school, which demonstrates students’ recognition of the importance anatomy experience prior to medical school. Further qualitative analyses will be done on questionnaire and interview data to integrate student perceptions. Significance To our knowledge, this is the first pre‐matriculation program of its kind that attempts to target URiM and academically disadvantaged students entering medical school.