Does Use of Checklists in a Gross Anatomy Laboratory Improve Learning Outcomes and Quality of Dissection?

Checklists have long been used in the aviation industry as aircraft operations became more complex. More recently, checklists have been used in medicine where levels of cognitive function are often compromised with increasing levels of stress and fatigue. Limited use of checklists is reported in medical education, especially in the clinical sciences. We explore whether the use of a checklist in the gross anatomy laboratory will improve learning outcomes and quality of dissection in the first‐year Anatomy course at Mayo Medical School. During the second half of a 7‐week long anatomy course, each dissection group was provided with a daily checklist containing the structures to be identified for that day's dissection. The first part of the course was considered the control, as the students did not receive any checklists. The outcomes are assessed by four practice practical exams and four dissection quality assessments, two of each from the first half (control) and two from the second half (experimental). A student satisfaction questionnaire will be distributed at the end of the course. Scores were obtained and analyzed for any correlation between test scores and use of checklists. Preliminary data indicate increased student satisfaction and increased attention to completion of daily dissection assignment. The complete analyses will be performed at the end of the course. No funding was required for this project.