91 - Decline of Gross Anatomy in Medical Education III: Correcting Inaccuracy in Publications on Training in Gross Anatomy

Poster Board Number: 91
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Abstract Body : Training of physicians in the basic sciences has changed in many medical schools in the US, most often by a substantial reduction in the duration of study and increased reliance upon computer based instruction. While many of these changes are thought to be beneficial, their effects on student performance in Gross Anatomy have rarely been critically assessed or compared over multi-year time periods. In the present study, we have utilized student exam performance over an eight year period to re-evaluate the effects of changes in instructional modality in Gross Anatomy. A study on the use of independent learning modules at our institution (Joan C. Edwards School of Medicine) included results of student examinations over a limited time period. Scores from one academic year were used as a baseline and only the Abdomen practical exams showed dramatic improvement. The authors concluded that the modules enhanced performance and understanding of anatomy. In a parallel study, results in Gross Anatomy examinations have been analyzed over a longer inclusive time scale. This analysis demonstrates that the practical exam previously used as a baseline is an outlier and one of only two practical exams in which the entire class had a failing average. In addition, there is no increase in performance when the average of practical exam scores over the preceding six years is used as a baseline. Conclusions about the effectiveness of the independent learning modules are not currently supported by the data and require further study. These findings also delineate a broader problem: analysis of test scores over a limited time range may lead to errors in assessment of the effectiveness of curricular changes.