(632.5) Sequential Model of Teaching in Anatomy Lab Aims to Improve Student Learning

Poster Board Number: C19
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

Lauren Dugan (California University of Science and Medicine), Kyle Thomas (California University of Science and Medicine), Frank Scali (California University of Science and Medicine), Sherif Hassan (California University of Science and Medicine, California University of Science and Medicine)

Introduction

At the California University of Science and Medicine, School of Medicine, the anatomy department has developed a sequential model of teaching in which anatomical concepts are gradually introduced and integrated with increasingly complex modalities. This teaching pedagogy aims to establish strong anatomical foundations to equip students with the critical thinking skills to identify landmarks on prosected cadaveric specimens and radiographic imaging.

Methods

Anatomy labs are divided into virtual and in-person components. These lab sessions have been developed to teach anatomical structures to students in an explicitly stepwise progression. During virtual anatomy sessions, students are initially taught to draw simple line drawings of anatomical structures. Students progress from drawing anatomical structures to studying more complex, professional illustrations of those same structures, such as those in Netters Atlas of Human Anatomy. Following exposure to illustrations, students are introduced to three-dimensional images of the structures using virtual anatomy software. During independent in-person lab sessions, students apply knowledge acquired from each of these prior learning modalities to identify structures on prosected specimens. Lastly, students implement critical thinking skills to distinguish anatomical landmarks and pathological changes in radiographic images.

Results

This systematic progression of teaching aims to allow students to engage in higher-level thinking in which they apply newly acquired knowledge to increasingly more complex material. By doing so, the following learning outcomes of each anatomy session can be successfully achieved:
  • Identifying anatomical structures on plastinated specimens
  • Identifying anatomical structures in various imaging modalities, such as X-rays, CT, and MRI
  • Discerning pathological structures from healthy structures in various imaging modalities

Prospective data collection through course evaluation forms will be analyzed to assess the sequential teaching models efficacy.

Conclusion amp; Significance

Using the sequential model of teaching in anatomy lab can effectively help medical students understand, rather than memorize, anatomy. The systematic scaffolding of anatomical concepts with increasingly complex material, progressing from line drawings to imaging interpretation, encourages critical thinking and reinforces learning. We expect these skills will prepare students for the challenges presented in their clinical years and beyond.