Integrating Specialty-Specific Clinical Anatomy Education into the Post-Clerkship Curriculum
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Integrating Specialty-Specific Clinical Anatomy Education into the Post-Clerkship Curriculum Rochelle E. Wong 1 & Henry T. Quach 1 & Joseph S. Wong 1 & William H. Laxton 1,2 & Lillian B. Nanney 1 & Cari L. Motuzas 1,2 & A. Scott Pearson 1,3,4
# International Association of Medical Science Educators 2019
Abstract Anatomy is a foundational science mainstay of undergraduate medical school education, particularly in the pre-clerkship curriculum. During the post-clerkship curriculum, students closer to graduate medical education may benefit from a focused concentration on human anatomy related to their specific clinical interests. Here, we describe a course for post-clerkship students that uniquely incorporates a multimodal approach of dissection, didactics, and clinical correlation to radiologic imaging, with the opportunity to personalize student learning on a specialty-specific anatomic region. The course increased students’ confidence of anatomical knowledge and its clinical relevance. Other institutions may benefit from establishing a similar multimodal integrated post-clerkship anatomy curriculum. Keywords Anatomy . Radiology . Integrated curriculum . Medical education . Post-clerkship . Personalized learning
Introduction Anatomy is an essential foundational science that is often limited to the pre-clerkship medical curriculum. Multiple studies have documented a significant decline in anatomy education throughout medical schools [1–3]. Traditionally taught through dissection and didactics, anatomy education has changed with advancements in digital technology. In the era of medical school curriculum revision, schools are incorporating new methods of anatomical teaching, resulting in reduced time allotted to dissection and fewer dedicated anatomy instructors in favor of virtual animation or web-based teaching Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40670-019-00833-y) contains supplementary material, which is available to authorized users. * A. Scott Pearson [email protected] 1
Vanderbilt University School of Medicine, Nashville, TN, USA
2
Department of Clinical Radiology and Radiological Sciences, Vanderbilt University Medical Center, Nashville, TN, USA
3
Department of Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
4
Department of Surgery, Medical Center North, 1161 21st Ave S, Nashville, TN 37232, USA
modules [4–6]. This change decreases the time for students to interact with anatomical structures in the context of the entire human body, removes the opportunity to develop threedimensional tactile and spatial reasoning skills, and prevents the sense of teamwork that anatomical dissection fosters among students and dissection groups [7–9]. With fewer total hours in gross anatomy and little formal teaching of anatomy in the post-clerkship curriculum, students in later phases of their training may begin to lose their anatomical foundational knowledge. As part of the changing landscape of anatomical education, basic scie
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