Using checklists in a gross anatomy laboratory improves learning outcomes and dissection quality

Abstract

Checklists have been widely used in the aviation industry ever since aircraft operations became more complex than any single pilot could reasonably remember. More recently, checklists have found their way into medicine, where cognitive function can be compromised by stress and fatigue. The use of checklists in medical education has rarely been reported, especially in the basic sciences. We explored whether the use of a checklist in the gross anatomy laboratory would improve learning outcomes, dissection quality, and students' satisfaction in the first-year Human Structure didactic block at Mayo Medical School. During the second half of a seven-week anatomy course, dissection teams were each day given a hardcopy checklist of the structures to be identified during that day's dissection. The first half of the course was considered the control, as students did not receive any checklists to utilize during dissection. The measured outcomes were scored on four practice practical examinations and four dissection quality assessments, two each from the first half (control) and second half of the course. A student satisfaction survey was distributed at the end of the course. Examination and dissection scores were analyzed for correlations between practice practical examination score and checklist use. Our data suggest that a daily hardcopy list of anatomical structures for active use in the gross anatomy laboratory increases practice practical examination scores and dissection quality. Students recommend the use of these checklists in future anatomy courses.

Physical therapy students’ perceptions of team-based learning in gross anatomy using the Team-Based Learning Student Assessment Instrument

“…The faculty created learning modules for Monday and Wednesday's lecture discussions (approximately 90 min/day), followed by team dissections (approximately 2.5 hr/day) that focused on a specific learning objective from the pre-class assignments. These modules require the integration of additional course materials including content from the Atlas of Human Anatomy [19] Finley's Interactive Cadaveric Dissection Guide [20], and an anatomical structure checklist [21]. A member of the faculty identified the instructional objectives and partitioned the course content into units.…”

Simulation techniques in the anatomy curriculum: review of literature

“…Some universities create specially designed aim-focused tasks which are given to students during dissection. These tasks were assigned to students throughout dissection or built dissection teams which aim is to identify lists of structures given on the day of dissection [22,26].…”

Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

“…The course is run over seven weeks (120 hours) and employs modified team-based exercises in both classroom and laboratory to meet clinical anatomy and radiology learning objectives (Hofer et al 2011) that concentrate on building knowledge of gross, developmental, and radiologic anatomy and skills in the personal/interpersonal arenas. Successful demonstration of competencies is determined by self evaluations, formative feedback, peer evaluations, laboratory practical testing, written examinations, and written evaluation by the teaching faculty (Camp et al 2010).…”