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Human structure in 7 weeks: one approach to providing foundational anatomical competency in an era of compressed medical school curricula
Author(s) -
Halliday Nancy Louise,
O'Donghue Daniel,
Thompson Britta
Publication year - 2013
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.27.1_supplement.956.17
Subject(s) - summative assessment , curriculum , formative assessment , medical education , presentation (obstetrics) , gross anatomy , united states medical licensing examination , medicine , psychology , medical school , radiology , mathematics education , pathology , pedagogy
As part of a new integrated systems‐based pre‐clinical curriculum, the University of Oklahoma College of Medicine reduced its gross anatomy course from 200 to 120 contact hours in 2010. Along with the reduction in contact hours, content from embryology, histology and radiology were integrated into the course. To reflect the newly integrated content, the course title changed from Gross Anatomy to Human Structure. This paradigm shift in clinical anatomical education is becoming common in medical school curricula in the USA and internationally. Faced with the challenge of providing medical students with sufficient anatomical training, we developed an immersive, multimodal curriculum designed to maximize learner outcomes. The new curriculum includes innovations such as student presentations of anatomically based clinical cases to peers and faculty, meeting with families of anatomical donors, and group learning activities. We instituted multiple weekly summative and formative assessments to provide students ongoing measures of their learning. Our purpose in this presentation is to provide a descriptive overview of the approaches recently applied to our course. We will include an assessment of the results of course effectiveness based on student evaluations, and student performance results based on Step 1 of the USMLE.