(631.1) Investigating the Effects of Premedical Experiences on Medical Student Neuroanatomy Self-Efficacy

Poster Board Number: C1
Introduction: AAA has separate poster presentation times for odd and even posters.
Odd poster #s – 10:15 am – 11:15 am
Even poster #s – 11:15 am – 12:15 pm

Jessica Bergden (Eastern Virginia Medical School), Jason Immekus (University of Louisville), Jennifer Brueckner-Collins (University of Louisville)

One key issue in medical education is medical student fear of learning and applying neuroanatomy called neurophobia. In a previous study, we found a negative correlation between neurophobia and neuroanatomy self-efficacy (one’s confidence in their ability to complete neuroanatomy tasks). Our findings suggest increasing neuroanatomy self-efficacy may reduce one’s neurophobia. Additionally, the literature shows self-efficacy improves academic achievement and clinical performance in medical school. It is unknown whether experiences before medical school may later influence medical student neuroanatomy self-efficacy. This study aims to fill this literature gap by isolating which premedical experiences most significantly influence neuroanatomy self-efficacy. We hypothesize medical students with premedical neuroanatomy-specific experience will exhibit greater neuroanatomy self-efficacy than students without this experience.

Instrumentation to measure neuroanatomy self-efficacy and categorize premedical experiences was developed and administered to medical students (n=233). Premedical experiences were categorized as: neuroscience (NSC), neuroanatomy (NAC), neuroscience and neuroanatomy (NSAC), cadaveric gross anatomy (GR), or anatomy and physiology (AP). An analysis of variance with a Tukey’s post-hoc test was performed to isolate which premedical experience(s) showed significant differences in neuroanatomy self-efficacy compared to students with no previous experience. All statistical tests were performed at the p=0.05 level. IRB approval was obtained.

Data analysis showed indirect premedical neuroanatomy exposure as part of a premedical gross anatomy course (GR) resulted in greater neuroanatomy self-efficacy (p=0.01, Cohen’s d= 0.50) compared to students with no previous experience. Interestingly, enrollment in a premedical molecular neuroscience (NSC) or neuroanatomy (NAC) course individually did not show an increase in neuroanatomy self-efficacy. Only medical students with both premedical NSC and NAC experiences (NSAC) demonstrated higher neuroanatomy self-efficacy than students with no premedical experience (p= 0.001, Cohen’s d= 0.52).

Premedical exposure to neuroanatomy as part of a gross anatomy course (GR) or enrollment in both premedical neuroanatomy and neuroscience courses (NSAC) appears to be associated with higher neuroanatomy self-efficacy in medical students. Considering the decline in neurologists, and fewer medical students choosing neurology, these findings support youth STEM initiatives to provide increased access to both neuroscience and neuroanatomy experiences along with cadaveric gross anatomy.

Acland Endowment for Medical Education, University of Louisville School of Medicine