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The Living Anatomy Project: Quantifying the Impact
Publication year - 2008
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.22.1_supplement.574.11
Subject(s) - session (web analytics) , curriculum , medical education , comprehension , medicine , class (philosophy) , human anatomy , gross anatomy , intervention (counseling) , psychology , anatomy , pedagogy , computer science , nursing , artificial intelligence , world wide web , programming language
The Living Anatomy Project (LAP), a program designed in 2004 by two medical students in conjunction with the Director of Anatomy, teaches musculoskeletal anatomy through yoga and pilates. Previously offered as a voluntary adjunct to the Gross Anatomy (GA) course, in 2007 the LAP became an official part of the curriculum. Research conducted on the program between 2004 and 2006 demonstrated its efficacy in providing relaxation and a sense of well‐being to the students who attended. This year, with all 145 GA students required to participate in a 1.5 hour LAP class on the upper and lower extremities, we were able to quantify the impact of the LAP on students’ comprehension of musculoskeletal anatomy. To do this, we administered online 25‐question tests before and after the LAP intervention. Fourteen of the questions tested material emphasized during an LAP session. Six questions tested material emphasized during an LAP session, which would also later appear on the GA final exam; these questions will assess the students’ ability to apply knowledge gained during an LAP session to an exam. The final five questions served as a control, testing material not emphasized during an LAP session. Data collection was still in progress at time of abstract submission.