Implementation and modification of an anatomy‐based integrated curriculum

Abstract

Morehouse School of Medicine elected to restructure its first-year medical curriculum by transitioning from a discipline-based to an integrated program. The anatomy course, with regional dissection at its core, served as the backbone for this integration by weaving the content from prior traditional courses into the curriculum around the anatomy topics. There were four primary goals for this restructuring process. Goal 1: develop new integrated courses. Course boundaries were established at locations where logical breaks in anatomy content occurred. Four new courses were created, each containing integrated subject content. Goal 2: establish a curriculum management team. The team consisted of course directors, subject specialists, and a curriculum director. This team worked together to efficiently manage the new curriculum. Goal 3: launch contemporary examination and question banking methods. An electronic system, in which images could be included, was implemented for examinations and quizzes, and for storing and refining questions. Goal 4: ensure equitable distribution of standardized examinations and course grading systems among all courses. Assessments included quizzes, in-course examinations, and National Board of Medical Examiners (NBME ) Subject Examinations. A standard plan assigned the contribution of each to the final course grade. Significant improvement was seen on subject examinations. Once the obstacles and challenges of integration were overcome, a robust and efficient education program was developed. The curriculum is expected to continue evolving and improving, while retaining full regional dissection as a core element. Anat Sci Educ 10: 262-275. © 2016 American Association of Anatomists.

National survey on anatomical sciences in medical education

“…In the previous survey, only 53% of the respondents indicated that their discipline was part of an integrated curriculum, compared to 94% in the current survey. This finding is supported by an increasing number of reports on the integration of gross anatomy into organ system‐based curricula (Brooks et al, ) or in conjunction with specific basic science disciplines (Klement et al, ). Further analysis indicates that the average number of classroom hours has increased slightly; whereas, time in the laboratory has decreased significantly.…”

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey

“…However, the most recent update on basic science instruction in a sampling of US medical schools shows significant reductions in course hours for gross anatomy and microanatomy (McBride and Drake, ). These changes are likely due to the implementation of integrated curriculums that have gained momentum in US schools (Van der Veken et al, ; Brauer and Ferguson, ; Brooks et al, ; Klement et al, ). McBride and Drake's survey also reported increases in the number of courses that were now part of an integrated curriculum compared to 2014: gross anatomy (94% vs. 53%), microanatomy (98% vs. 64%), neuroscience (96% vs. 25%), and embryology (92% vs. 77%).…”

The design and evaluation of a master of science program in anatomical sciences at Queen's University Canada

“…Pattern II program at Queen's University seems to successfully address both of these roles while training anatomists with high standards in anatomy teaching. The transition to this integrated curriculum for anatomy, and its benefits have been well documented (Van der Veken et al, ; Brauer and Ferguson, ; Brooks et al, ; Klement et al, ; Richardson‐Hatcher et al, ). What is still debatable though is how to most effectively communicate the didactic content in anatomy.…”