Factors influencing student performance on the carpal bone test as a preliminary evaluation of anatomical knowledge retention

Abstract

It has been demonstrated that a positive correlation exists between clinical knowledge and retained concepts in basic sciences. Studies have demonstrated a modest attrition of anatomy knowledge over time, which may be influenced by students' perceived importance of the basic sciences and the learning styles adopted. The aims of this study were to: (1) conduct a cross-sectional evaluation of the retention of anatomical knowledge in preclinical (second-year) and clinical (fifth-year) chiropractic students at Murdoch University; and (2) examine students' perceptions of factors that may influence their anatomy knowledge retention. Second- and fifth-year chiropractic students at Murdoch University were invited to participate in the study. Ninety-one students voluntarily participated. The Carpal Bone Test, previously utilized to determine the retention of anatomical knowledge, was utilized to determine the extent to which participants retained gross anatomy knowledge. Participants also completed a questionnaire specifically designed to identify the factors that may have influenced their retention of gross anatomy knowledge. A two-sided Pearson chi-square test of association was used to ascertain statistically significant differences in carpal bone retention and students' responses between the two cohorts. Seventy percent of the fifth-year (clinical) chiropractic students correctly identified all eight carpal bones compared to only six percent of second-year chiropractic students. The majority of participants in both cohorts believed that gross anatomy knowledge is of clinical importance. The use of mnemonics and the clinical application of anatomy knowledge were identified as factors that significantly influenced participants' gross anatomy knowledge retention within this study.

Immunology knowledge as one of the basic sciences that forms the foundations to developing sound clinicians

“…The findings of the current study are similar to another study where medical students loss of immunology knowledge over 1 year was 17.6% and this was found to be unrelated to student perception of the quality of the course. 16 This was opposite to the findings of Meyer and colleagues, 15 where basic knowledge of anatomy was greater in the clinically active fifth-year students than in the preclinical second-year chiropractic students who had just completed their first year of anatomy studies. The difference in retained knowledge between third-and fifth-year students is possibly due to the absence of rehearsal or direct application of the knowledge.…”

“…The difference in retained knowledge between third-and fifth-year students is possibly due to the absence of rehearsal or direct application of the knowledge. Unlike the carpal bone study, 15 where initial learning was reinforced by clinical experience, there would have been little opportunity for the students in the current study to directly revisit the immunology knowledge they possess.…”

Emphasis on various subtopics in the anatomy curriculum for chiropractic training: An international survey of chiropractors and anatomists

“…6 The overall time allocated to teaching gross anatomy in the chiropractic program at Murdoch University is in excess of the average time of 19 medical schools across Australia and New Zealand. 3 Ideally, anatomists and clinical experts will collaborate in the future to develop national guidelines for anatomy programs.…”

“…From a pedagogical perspective, a synergy exists between the retention of anatomical knowledge and clinical application in chiropractic students. 3 The ability to differentially diagnose patients requires that chiropractic students have sufficient anatomical knowledge. The majority of patients seeking chiropractic care are affected by back and neck problems.…”

Anatomical knowledge among Medical, Dental and Health Science Professionals

“…In addition, a cross-sectional study on the retention of anatomical knowledge among preclinical (second-year) and clinical (fifth-year) chiropractic students showed that the fifth-year students performed better than the second-year students. (5) Castillo-López et al (6) conducted a study using the tarsal bone test among the podiatry students and the most of the students identified the bones correctly. There was no significant difference in performance of the first and fourth-year students.…”