Utilizing Medical Students as Internal Assets to Enhance Gross Anatomy Laboratory Learning

Abstract

Identification of cadaveric structures during anatomy summative practical examinations is a challenge for first-year medical students. To assist in cultivating this skill, we offered 12 formative laboratory activities (anatomy boot camps [ABCs]) that approximated the summative practical examination format using reciprocal and near-peer teaching. Students assisted in crafting the formative practical examination, then engaged in a self-review by scoring their individual answer sheets. Students performing below designated thresholds (≤60%) were offered laboratory review sessions led by medical student upperclassmen. Mann-Whitney U tests were used to compare the performance of participants who attended the ABC sessions leading up to each summative examination. Correlation analysis was utilized to examine the relationship between student participation in ABCs summative examinations. Voluntary surveys were administered to assess the perceived value of the experience. Mann-Whitney U tests indicated students who attended the ABC review preceding three of the four summative practical and two of the four written examinations scored consistently higher on these examinations than students who chose not to attend. Correlation analysis revealed that as the overall frequency of ABC attendance increased, students' performance on the summative practical and written examinations increased significantly (P < 0.001). These findings suggest that the provision of supplemental learning experiences, such as the ABCs, contributes to improved student learning outcomes. This sentiment was echoed in student surveys. This activity, which combines multiple peer teaching approaches, appears to be an effective strategy for guiding and enhancing student success in the anatomy practical examinations. Clin. Anat. 33:286-292, 2020.

Does regular attendance in supplemental virtual near‐peer tutoring in anatomy laboratory content improve anatomy performance for medical students?

“…Although PAL is a broad term, it is widely recognized as a catchall to describe any scenario in which students learn from other students 2 . Data suggests that PAL provides academic and social benefits to both tutees and tutors, 1,3–5 including leading to overall increases in course performance and examination scores 6–10 . The benefits of PAL also potentially extend to medical gross anatomy laboratory (AL) performance 5,11,12 .…”

“…Data suggests that PAL provides academic and social benefits to both tutees and tutors, 1,3–5 including leading to overall increases in course performance and examination scores 6–10 . The benefits of PAL also potentially extend to medical gross anatomy laboratory (AL) performance 5,11,12 . Medical AL content and examinations are often recognized as challenging, yet fundamental (e.g., Refs.…”

“…Yet less is known about whether AL‐specific NPT has an impact on AL examination scores when provided as a supplemental resource. Previous research provides some evidence that quantitative improvements in AL examination performance exist 5,11,12 . However, this research is limited to performance on practice examinations that imitate national standardized examinations (not course‐specific AL examinations 12 ).…”

“…[6][7][8][9][10] The benefits of PAL also potentially extend to medical gross anatomy laboratory (AL) performance. 5,11,12 Medical AL content and examinations are often recognized as challenging, yet fundamental (e.g., ), components of early medical school education.…”

“…Previous research provides some evidence that quantitative improvements in AL examination performance exist. 5,11,12 However, this research is limited to performance on practice examinations that imitate national standardized examinations (not course-specific AL examinations 12 ). An additional study has investigated the effects of NPT on AL examination scores, but only in the context of comparing examination scores of tutees who received tutoring from trained or untrained tutors, rather than comparing tutored and non-tutored students.…”