135 - Enhancing Cadaveric Prosection Education of Upper and Lower Musculoskeletal Anatomy with Case-based Vignettes

Poster Board Number: 135
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Aaron Wong, BS - Medical Education - Florida International University Herbert Wertheim College of Medicine; Justin Nguyen, BS - Medical Education - Florida International University Herbert Wertheim College of Medicine; Ferdinand Gomez, MS - Assistant Professor, Medical Education, Florida International University Herbert Wertheim College of Medicine; Rakesh Ravikumaran Nair, MD., MPH., MBA - Assistant Professor, Medical Education, Florida International University Herbert Wertheim College of Medicine

Abstract Body :
Introduction: The mastery of musculoskeletal (MSK) anatomy represents an integral milestone for medical students heading toward any field, yet it presents notable challenges due to the complex interplay of bones, muscles, ligaments, and joints. As educational methods in anatomy evolve, incorporating innovative approaches becomes essential to enhance learning outcomes and yet there remains a gap in the effective assessment of musculoskeletal (MSK) anatomy knowledge and skills. Objectives: This study evaluated the effects of supplementing prosected cadaver studies with clinical case vignettes on student performance in practical musculoskeletal anatomy exams.Methods: Second-year medical students in the Florida International University HWCOM Class of 2026 were divided into 15 groups of approximately 5 to 7 students (n = 90) and rotated through three 25-minute stations. One of the stations was facilitated by a fourth-year medical student teaching assistant (TA) who used clinical vignettes combined with prosected cadavers to highlight relevant anatomy related to the rotator cuff, brachial plexus, and knee joints. The other two stations utilized self-study of prosected cadavers and anatomic models. Before the TA station, students were provided a pre-session examination containing 4 questions to assess their knowledge. Students were then provided the same questions after the TA station to assess for recall. Both the pre- and post-session examinations used clinical vignettes with multiple-choice answers (A through D)Results: Correct responses increased significantly from pre- to post-test across assessments of rotator cuff injury (79.7%-95.6%), upper extremity nerve function (59.5%-97.1%), brachial plexus injury (24.3%-92.6%), and unhappy triad knee injury (55.4%-92.6%).Conclusion: Results reveal an increase in students’ musculoskeletal anatomy understanding after TA instruction with clinical vignettes. We believe that the utilization of case-based clinical vignettes can improve musculoskeletal anatomy recall and serve as a model of instruction for the preclinical years.Significance and Implications: Case-based learning enhances the MSK lab experience by bridging the gap between theoretical knowledge and clinical application, fostering clinical reasoning abilities, and actively engaging students in the learning process.