(474.52) Recipe for Success: Correlates of Student Performance in Human Gross Anatomy
Sunday, April 3, 2022
10:15 AM – 12:15 PM
Location: Exhibit/Poster Hall A-B - Pennsylvania Convention Center
Poster Board Number: C52 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
Harrison Klein (Lake Erie College of Osteopathic Medicine), Sarah McCarthy (Lake Erie College of Osteopathic Medicine), Erika Allen (Lake Erie College of Osteopathic Medicine)
Presenting Author Lake Erie College of Osteopathic Medicine
Anatomy is the first subject incoming medical students must conquer at the Lake Erie College of Osteopathic Medicine (LECOM). As anatomy is so fundamental to clinical medicine, we sought to identify the characteristics and behaviors that most strongly influence success in the Human Gross Anatomy course. First-year medical students at the Erie, Seton Hill, and Elmira campuses were surveyed about personal wellbeing, academic habits, test taking strategies, and perceived stress. Responses were compared to final course grades via principal component analysis (PCA) and Spearman’s rank correlation test. PCA indicates that 49.66% of the variance in final grades was due to six principal components (PC). PC1 (15.56% of variance) was associated with poor study techniques, such as cramming and lack of self-assessment, and academic confidence. PC2 (10.20% of variance) was related to student anxiety and help seeking behavior. PC3 (7.21% of variance) emphasized student interaction with lecture material. PC4 (6.14% of variance) and PC5 (5.70% of variance) accounted for group studying and preparedness for lecture, respectively. PC6 (4.86% of variance) was associated with student stress. Spearman’s rank correlation test further identified key characteristics influencing final course grade. Academic confidence (r(133) = .41, p lt; .0001) and life satisfaction (r(133 ) = .30, p = .0004) were positively correlated with final course grade whereas negative correlations were found with intra-test anxiety (r(134) = -0.37, p lt; .0001), cramming (r(135) = -.31, p = .0002), and fear of failure (r(135) = -.39, p lt; .0001). These findings suggest that academic counseling for new medical students should focus on establishing effective study techniques early in the semester, properly engaging and preparing for lecture sessions, and encouraging students to utilize mental health resources at LECOM.
