208 Evaluating the Usefulness of Crash Courses in Anatomical Education

Abstract

Abstract Aim To evaluate the usefulness of Crash Courses for learning Anatomy, and to explore their role in anatomical education. Method 51 students attended an Anatomy crash course ahead of their university assessments. This consisted of 6 one-hour sessions, delivered by three 4th year medical students, taking place on a single day. A survey was presented to and responded by all participants. Parameters including, but not limited to, perceived usefulness of crash courses, and confidence in anatomical knowledge before and after the event, were enquired about. These were measured using a 5-point Likert scale. Consent was obtained from all participants for the evaluation and inclusion of their survey responses in any presentation or publication following the event. Results 51 students (100%) reported their confidence about their upcoming exam increased after the course. On a 5-point Likert scale (1 = not confident at all, 5-very confident) confidence rating increased from 2.04 ±0.11 to 3.73 ±0.11. The Crash course’s usefulness was rated at 4.51 ±0.01 (1 = not useful at all, 5 = very useful). Top reasons for attending included learning concepts before the exam, and practising exam questions. All students reported Crash courses have a place in anatomical education. In addition, 48 (94.1%) preferred sessions to be led by students rather than lecturers. Reasons included familiarity with examinations, and relatability to the tutors. Conclusions Crash courses can be an effective way to enhance student learning, with high satisfaction reported. Anatomy departments and student-led anatomical societies should incorporate them into teaching schedules given their potential to enhance student learning.