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Use of multi‐modal pedagogical methods, rather than independent learning, can sustain performance and reduce student stress in study of Gross Anatomy in a compressed time frame
Author(s) -
Zill Sasha
Publication year - 2021
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2021.35.s1.04430
Subject(s) - terminology , observational study , curriculum , frame (networking) , set (abstract data type) , medical physics , computer science , medicine , medical education , mathematics education , psychology , pathology , pedagogy , telecommunications , philosophy , linguistics , programming language
Recent reforms in curricula in many medical schools have led to a compression and reduction of the duration of instruction in gross anatomy and an increasing reliance upon independent learning. The goal of our ongoing observational study is to 1) develop effective approaches to introduce first year medical students to gross anatomy/embryology in a compressed time frame and 2) to evaluate the effectiveness of pedagogical methods in reducing student stress. Pedagogical reorganization of anatomy instruction was based upon core clinical conditions taught in second‐year and USMLE Step 1 board review courses. These conditions were not presented as clinical problems, as many students had limited prior training in medical terminology, but focused upon clinical symptoms, allowing for direct correlation of structure and function. Overall methodology was multi‐modal. Content was significantly reduced: for example, knowledge of muscle actions and innervations was required, not muscle origins and insertions. Performance has been evaluated using a long‐term (2005‐2020) data base of student scores on written and regional practical examinations. Results of written examinations were relatively constant during the period prior to the introduction of curricular changes but practical examinations could show large anomalous variability in some years (including data utilized in a previously published study of the effects of independent learning). To increase the accuracy of assessment we have developed a set of questions that were asked repetitively in successive years on written examinations. Current data indicate that the pedagogical changes were effective, leading to higher mean scores on written examinations, as well as performance on repeat questions. The survey of students indicated that these changes effectively decreased stress and facilitated review for the USMLE Step 1 Board examination. These results suggest that training in gross anatomy can be modified to a compressed duration by instruction in the context of clinical symptomatology but do not support reliance upon independent learning as a pedagogical method.