An Innovative Approach For Demonstrating the Lymphatic System in the Gross Anatomy Laboratory

INTRODUCTION From a gross anatomy perspective, the lymphatic system is difficult for students to observe and comprehend in the laboratory setting. Aside from the thoracic duct and spleen, many lymphatic structures are not often preserved well in embalmed cadavers or are damaged or destroyed during the dissection process. This presentation describes an intervention that was created to enhance gross anatomy learning of the lymphatic system. AIM To describe a case‐based anatomy laboratory approach that engages students and emphasizes the clinical relevance of gross anatomic knowledge of the lymphatic system . INSTRUCTIONAL METHOD Gross anatomy at Western Michigan University Homer Stryker MD SOM (WMed) is prosection‐based and taught within an integrated systems‐based curriculum. The laboratory session covering the lymphatic system occurs during the Immunology and Infectious Disease course. Organization of the session uses a combination of guided and cooperative learning techniques. Student anatomy groups (6 students/group) progress through 7 cadaver stations, each having an associated clinical case. The cases encompass a variety of cancers, infections, and traumatic injuries to lymphatic system structures. At each station, students must identify the normal structures involved in the clinical scenario. In addition, students pin on the cadavers the location of lymph node groups that would likely be enlarged and/or need to be biopsied based on patient presentation and diagnoses. Cases also include short‐answer clinical application questions. Students within their groups work independently to identify and pin structures and compose their short answers. During the session, faculty circulate throughout the lab to confirm student answers and provide additional information when necessary. RESULTS Prior to this innovation, student feedback was below average and many students had difficulty seeing the relevance of the laboratory session. Since flipping the approach, evaluations have improved. Student comments expressing frustration over not being able to observe structures decreased. The number of comments expressing confusion about the purpose of the laboratory session and questioning if it is an effective use of time has also been reduced. DISCUSSION AND CONCLUSION This approach highlights the importance of the lymphatic system which is often overlooked in the gross anatomy laboratory. It provides faculty with a useful tool to help students see the clinical relevance of lymphatic gross anatomy and how this knowledge is applicable to physical examination and patient evaluation. Support or Funding Information There is no external funding for this project.