133 - Enhancing Cadaveric Prosection Education of Gastrointestinal System Anatomy with the Supplementation of Clinical Vignettes and Problem-Based Learning

Poster Board Number: 133
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Andrew Kerwin - Medical Student, Medical Education, Florida International University; 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 anatomical foundation of the gastrointestinal (GI) system is crucial for medical students to understand and diagnose various disease processes. While traditional cadaveric prosection has long been a mainstay in medical education, concerns about its effectiveness in promoting long-term knowledge retention and clinical application have emerged.Objectives:To incorporate two innovative teaching methods, clinical vignettes and problem-based learning (PBL), to enhance second-year medical students' understanding of the gastrointestinal (GI) system anatomy.Methods:A study included 120 second-year medical students from the FIU-Herbert Wertheim College of Medicine, Class of 2026, divided into 6 groups of 20 participants each. They rotated through four stations during a 3-hour session. Station 1 focused on a wet dissected cadaver with a clinical vignette presentation, assessing students' grasp of abdominal wall layers and their relation to GI pathologies. Students identified structures, understood spatial relationships, and explored clinical relevance. Pathophysiology comprehension linked symptoms to anatomical changes, understanding mechanisms, and considering differential diagnoses. Physical exam correlation involved palpation exercises and image interpretation, reinforcing the translation of anatomical knowledge into clinical skills. Station 2 involved independent exploration of plastinated cadaver specimens to strengthen understanding of dissected structures. Station 3 utilized 3D anatomical models and interactive software for visualizing and manipulating GI structures. Station 4 focused on answering questions based on printed illustrations covering gross anatomy, microscopic anatomy, and diagnostic imaging of GI organs.Results:This approach helped students consolidate their understanding of abdominal wall layers, their clinical relevance, and their involvement in common GI system pathologies.Conclusion:Integrating clinical vignettes and problem-based learning (PBL) into cadaveric prosection sessions fosters active learning, engagement, and a deep grasp of the clinical importance of anatomical structures. The cadaveric prosection station includes case-based scenarios, pathophysiology exploration, and clinical correlation exercises, providing a holistic learning experience. Significance and Implications:Integrating clinical vignettes and problem-based learning (PBL) into cadaveric prosection may improve student learning outcomes, boost long-term knowledge retention, and better prepare students for clinical practice. Further research is needed to investigate the long-term impact and potential applicability of this teaching method to other anatomical systems.