Curricular response to increase recall and transfer of anatomical knowledge into the obstetrics/gynecology clerkship. Issue 4 (20th November 2015)

• Record Type: Journal Article
• Authors: Jurjus, Rosalyn A.; Brown, Kirsten; Goldman, Ellen; Galoosian, Artin; Butera, Gisela; Krapf, Jill M.
• Is Part Of: Anatomical sciences education. Volume 9:Issue 4(2016)
• Page Start: 337
• Page End: 343
• Publication Date: 2015-11-20
• Subjects: gross anatomy education -- medical education -- clinical clerkships -- online modules: knowledge retention -- learning and recall: obstetrics and gynecology rotations -- pelvic anatomy; Human anatomy -- Periodicals; 611.005
• DOI: 10.1002/ase.1587
• Languages: English
• ISSNs: 1935-9772

Abstract

Abstract : Deficits in retention of anatomy knowledge from the preclinical years to clinical application on the wards have been well documented in the medical education literature. We developed and evaluated a web and laboratory‐based curriculum to address deficits in anatomy knowledge retention and to increase anatomy knowledge recall through repetition and application of clinical concepts during the obstetrics and gynecology (Ob/Gyn) core clinical clerkship. Using principles of adult learning and instructional design, a curriculum was designed consisting of (1) interactive, case‐based e‐modules reviewing clinically relevant anatomical topics and (2) a hands‐on laboratory session reinforcing the content of the e‐modules, with the practice of clinical techniques using anatomical cadaveric dissections. The curriculum's effectiveness was evaluated by using multiple choice testing and comparing baseline and final test scores. For questions testing content directly covered in this curriculum, mean final scores increased by 14.3% ( P < 0.001). In contrast, for questions not directly addressed in this curriculum, mean final scores did not increase significantly, only by 6.0% ( P = 0.31). Questions related to the uterus showed the greatest gains in final scores (30.3% improvement, P = 0.002). A curriculum with web‐based preparatory material and a hands‐on gross anatomy laboratory session effectively addresses deficits in anatomy retention and improves anatomical knowledge recall for medical students on a clinical clerkship. In the future, the authors plan to conduct a multicenter study to further evaluate the ability of this curriculum to improve clinically relevant anatomical knowledge. Anat Sci Educ 9: 337–343. © 2015 American Association of Anatomists.