Using Radiological Imaging to Improve Anatomical Relationships in a Gross Anatomy Setting

A new curriculum was implemented in 2009 at University of Utah, School of Medicine. This implementation resulted in decreased time for anatomy lectures, cadaveric dissection and radiographic instruction. To address this problem we implemented radiology instruction into the cadaver laboratory with the aim of maintaining dissection efficiency, and fostering a more intimate association between radiology and its associated anatomy. Each week learning objectives were provided for the respective dissection, emphasizing essential structures to identify, topographical relationships, and clinical relevance. In preparation for this approach we made available a mobile flat panel TV monitor with a laptop PC allowing for easy transport throughout the anatomy lab. Each week a radiologist would give a repeated 20‐minute Power Point presentation to small groups of medical students throughout the dissection period. He would detail the radiographs (CT, MR, US and nuclear imaging) relevant to the dissection the students were performing. Students filled out evaluations weekly giving feedback on this approach. In addition, radiology questions were included on weekly assessments. Student feedback demonstrated that this approach created an increase in student engagement with the radiologists and amongst themselves. We suggest that using radiological imaging in the gross anatomy lab is a valuable supplement reinforcing key anatomical relationships, as well as providing an essential clinical component in radiology. Grant Funding Source: AAA