128 - Relationship Between Anatomy Self-efficacy and Clinical Clerkship Anatomy Workshops

Poster Board Number: 128
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Phuong Huynh - University of Florida; Venkatesh Nonabur - University of Florida; Kyle Rarey - University of Florida; Daniel Topping - University of Florida; Ashley Walker - University of Florida

Abstract Body : Introduction & Objective

Medical schools have integrated clinical experiences into the preclinical years, but there are fewer examples of the integration of basic sciences like gross anatomy into the clinical years of medical curricula. In addition, there are few studies that describe the inclusion of the anatomical sciences during clinical rotations. In the present study, the authors use the lens of Bandura’s self-efficacy theory to answer the following research question: is there a relationship between participation in clinical clerkship anatomy workshops and changes in anatomy self-efficacy?

Materials and Methods

The researchers’ institution implemented one-hour anatomy workshops consisting of three cadaver stations, one radiology station, and a student-generated practice practical for the internal medicine, general surgery, pediatrics, family medicine, obstetrics and gynecology, and neurology clerkships. For this study, medical students participating in the clinical clerkship anatomy sessions during a two-month block of the academic year completed a voluntary, anonymous pre-survey at the beginning of the workshop and a post-survey at the end of the experience. The pre-survey and post-survey consisted of the anatomy self-efficacy instrument adapted for clinical clerkships. The modified anatomy self-efficacy instrument consisted of ten questions yielding a score of 5 (lowest) to 50 (highest) for self-reported anatomy self-efficacy. The post-survey also included a free-response question for feedback.

Results

A total of 99 medical students participated in this study. Results were pooled across the different clerkships and sessions. The mean pretest anatomy self-efficacy score was 36.0 (SD = 6.3), and the mean posttest anatomy self-efficacy score was 41.4 (SD = 5.6). Since the Shapiro-Wilk test for normality was significant, a Wilcoxon Signed Ranks Test was performed and showed a statistically significant difference in the pre-test and post-test scores (Z = -7.60, p < .001). This increase represents a change from an average response of “fairly confident” on each item of the anatomy self-efficacy instrument to “very confident.” Thematic analysis of the responses to the open-ended question revealed themes of review and constructive feedback.

Conclusion

Participation in clinical clerkships anatomy workshops was associated with a statistically significant increase in anatomy self-efficacy among medical students, and the participants commented positively about the experience.

Significance/Implication

These findings suggest a role for these anatomy sessions in the development of the self-efficacy of future physicians, but studies with longitudinal follow-up and measures of achievement would further characterize these programs.