(632.34) Supplementing Gross Anatomy Pelvis and Perineum Content with Video Modules: Effects on Student Learning

Poster Board Number: C48
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

Emily Askew (Brody School of Medicine at East Carolina University), Scott McLaughlin (Wake Forest School of Medicine), Kelly Harrell (Virginia Commonwealth University School of Medicine)

Human gross anatomy and embryology (GAE) remains an integral piece in the first-year medical students education, even as medical schools across the United States condense their foundational phase curricula. In the setting of undergraduate medical programs that are making this transition, supplemental video modules are more frequently being utilized in gross anatomy learning. At Brody School of Medicine (BSOM) at East Carolina University (ECU), the GAE course is a 16-week long course taught during the first block of the first-year of medical school at BSOM. In addition to human gross anatomy (lecture and donor-cadaver dissection), faculty also lecture on human embryology and radiology. In this project, we generated video modules focused on the genetic male pelvis and perineum and genetic female; these were then incorporated into the GAE course at BSOM. The videos included recordings of relevant anatomical features of donor-cadaver prosections generated by BSOM anatomy faculty, as well as author generated illustrations highlighting key structural relationship, high-yield embryology concepts, and voice-over narration. The videos were uploaded to the BSOM learning management system, and learners instructed to watch the videos in preparation for the upcoming sessions focused on the pelvis and perineum (prosection demonstration and flipped-classroom session). The aim of this study was to ascertain student self-perception of comprehension of pelvis and perineum material with the incorporation of the video modules into the prosection laboratory and active-learning session. The learners sampled were first-year medical students enrolled in GAE at BSOM in Fall 2019 (n=87). In prior years, the pelvis and perineum unit included a three-hour dissection followed by a flipped-classroom session. Data analysis of survey results (n=86, 99% response rate) indicate that prior to reviewing the modules, 12% of respondents felt moderately or very comfortable with the content. After viewing the videos, 80% of respondents felt moderately or very comfortable with the content. Interestingly, all respondents (100%) agreed that it would be beneficial to their learning for similar videos to be included in future flipped-classroom sessions. Collectively, these results provide insight into the positive effects of supplemental video modules in supporting student comprehension and retention of anatomical sciences knowledge when time constraints may require faculty to modify laboratory activities and active-learning classroom sessions. Additional scholarship opportunities focus on evaluating the correlation between the use of video modules in GAE and learners exam performance.