138 - “exploring the Gaps in Anatomical Education: Assessing Medical Students’ Anatomy Knowledge of Inguinal Region for Laparoscopic Hernia Repair”

Poster Board Number: 138
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Chennai Marcus - Student, Foundational Medical Studies, Oakland University William Beaumont School of Medicine; Lauren Phung, BS - Student, Foundational Medical Studies, Oakland University William Beaumont School of Medicine; Nicolaas Schimmel, BS - Student, Oakland University William Beaumont School of Medicine; Srineil Vuthaluru - Surgery Resident, General Surgery, University of Nebraska Medical Center

Abstract Body : Introduction: Laparoscopic surgery has been the gold standard procedure for hernia repair for many decades. Success in performing laparoscopic inguinal hernia repair relies heavily on understanding and navigating key anatomical landmarks, such as structures and spaces surrounding the Myo-Pectineal Orifice (MPO). However, the extent to which medical students are taught these anatomical concepts as well as being adequately prepared to comprehend and apply these standards in practice remains a subject of limited exploration.
With the advent of integrated curricula in medical schools, medical educators strive to bring clinical relevance early on in the curricula by integrating basic science concepts with clinical problems and management. This helps students transition from the preclinical years with ease to become effective healthcare professionals in their journey into the clinical years. This study aims to investigate the gaps in anatomical knowledge of the inguinal region for a common laparoscopic hernia repair procedure. Further, to evaluate a plan to address these gaps in different phases of the medical curriculum.

Materials and Methods

A questionnaire with pertinent anatomical knowledge required for laparoscopic inguinal hernia repair was sent to preclinical students, the surgical teaching team, and the anatomy faculty. Responses were collected from students to assess their understanding of anatomical concepts in laparoscopic inguinal hernia repair. Responses were collected from anatomy faculty, and surgical faculty to obtain their expectations of preclinical students’ knowledge of these inguinal anatomical structures.

Results

The survey revealed that the majority of medical students have neither heard nor been taught about inguinal anatomy pertinent to laparoscopic hernia repair. In addition, a high percentage of the faculty believe these structures need to be emphasized during the preclinical curriculum.

Conclusions:

Integration of anatomy with a clinical perspective will bring relevance to learning and enhance medical students’ knowledge and readiness for surgical clerkships.