165 - Integrated Case-based Learning Sessions in Anatomy Is an Effective Teaching Method for Pre-matriculating Medical Students

Poster Board Number: 165
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Margaret McNulty - Indiana University School of Medicine; Chemen Neal - Indiana University School of Medicine; Andrew Deane - Indiana University School of Medicine; Antwione Haywood - Indiana University School of Medicine; Jessica Byram - Indiana University School of Medicine

Abstract Body :




Introduction and Objective: Medical students are frequently introduced to medical school curricula through anatomy coursework, which often includes histology and embryology content. The LEAD Scholars pre-matriculation program introduces anatomy content and study skills to facilitate adjustments to medical school and reduce existing achievement gaps for under-represented students. Recent changes in medical education emphasize integration of content areas, resulting in greater use of activities such as case-based learning (CBL) sessions. Little work has demonstrated the effectiveness of CBL sessions integrating anatomy, embryology, and histology on first year medical students’ ability to improve content mastery and adapt their study techniques. The purpose of this study was to assess the effectiveness of CBL sessions in content integration and promoting study techniques.






Materials and Methods: Three CBL sessions that each included anatomy, embryology, and histology content covering the upper extremity and thorax were developed and delivered to LEAD Scholars (n = 54). Each session involved: completion of an individual pre- and post-quiz, group completion of clinical cases involving image interpretation, matching exercises, and construction of diagrams, flow charts, or tables, and a post-session survey with Likert-style and free response questions about preparation and session effectiveness. Quiz scores were compared using Wilcoxon signed-rank tests and free responses evaluated using content analysis.









Outcomes: Post-quiz scores were significantly improved for all CBLs (p < 0.01). Students strongly agreed the sessions improved their understanding of course material and appropriately connected anatomy, embryology, and histology content. Students enjoyed the real-life application of the material and found that the sessions encouraged them to keep up with the content, were helpful for making connections between the topic areas, and illustrated whether their study habits were effective. Other comments demonstrated that students evaluated and adapted their study approach in preparation for the sessions, often using techniques included in the sessions.









Conclusion: CBL sessions are an effective means to provide opportunities to first year medical students to practice and adapt study techniques while delivering integrated medical anatomy content.









Significance/Implication: CBL sessions can be tailored to an individual medical school’s curriculum to deliver integrated content while allowing medical students to practice, adapt, and evaluate their study techniques in a low-stakes environment. This may increase the efficiency of both content delivery and students’ adjustment to the face-paced nature of medical school curricula.