Student Perceived Value of Anatomy Pedagogy, Part II: Clinical Practice and Assessment

Abstract

We describe student beliefs of how anatomy education influenced their preparation for standardized clinical assessments and clinical skills. We conducted three annual surveys of students of the David Geffen School of Medicine (DGSOM) at the University of California Los Angeles (UCLA) and students of the University of California, Riverside (UCR)/UCLA Thomas Haider Program in Biomedical Sciences from 2010 to 2012. Students were asked, "What specific knowledge or skills did you learn from your gross anatomy experience that helped you prepare for USMLE board exams, third-year clerkships, and physical examination skills?" All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum. Almost all students felt that anatomy knowledge in general was useful for their success with United States Medical Licensing Examination (USMLE) exams, how they perceived their physical exam skills, and how they perceived their preparation for third-or fourth-year clerkships. On the other hand, when asked about how the anatomy curriculum helped prepare students for fourth-year clerkships, there was a downward trend over a three-year period with each subsequent class. Although anatomy is a highly valued part of the medical school experience, students value integration of the anatomical and clinical sciences, as evidenced by a perceived diminishing value of anatomy pedagogy taught outside of clinical context with subsequent classes over the course of three years.

Virtual Dissection with Clinical Radiology Cases Provides Educational Value to First Year Medical Students

“…In our study, students reported that virtual dissection enhanced their understanding of the clinical relevance of anatomy and pathologic conditions suggesting that that virtual dissection can be used to teach anatomy in a more clinically relevant context so that students can apply what they have learned in the laboratory directly to patient encounters. This observation is corroborated by a recent study, that found that students did not value anatomy pedagogy taught outside of clinical context (30). Although the cases selected our Virtual Dissection Curriculum were from the electronic database associated with our virtual dissection system, local institutional cases can also be uploaded, allowing for maximum flexibility when designing curricula.…”

Relevance of learning anatomy to clinical practice: Perceptive of medical students, interns, and clinicians

“…Also, as the students gain knowledge later and later in their clinical years, their mind-set about the role of anatomy may change. 7 Schoeman and Chandratilake 8 have introduced the term "anatomy competence" and define it as the possession of appropriate anatomy knowledge, and practical and clinical application of this knowledge.…”