Anatomy Education Elective: A Model for Vertical Integration and Self‐Directed Learning in the Medical Curriculum

Abstract

INTRODUCTIONWith decreased curricular time devoted to anatomy courses, it is imperative that medical students have opportunities to review anatomical content in the clinical years. Vertical integration of anatomy into the clinical curriculum facilitates the transfer of anatomical knowledge from the classroom to the clinic by providing concrete examples that illustrate the clinical relevance of anatomical content. The Liaison Committee on Medical Education (LCME) also requires that medical schools provide students with opportunities to engage in self‐directed learning to cultivate the habits of lifelong learning.OBJECTIVESTo discuss the effectiveness of a 4th year Anatomy Education elective for integrating anatomy into the clinical curriculum and engaging students in self‐directed learning.DESCRIPTIONIn 2016 an Anatomy Education elective was introduced at Indiana University School of Medicine to provide 4th year medical students with an opportunity to revisit an anatomical topic during the clinical years by developing an educational module that integrates anatomical knowledge with clinical applications. The anatomy education elective is also an opportunity for 4th year students to engage in self‐directed learning on an anatomical topic that aligns with their area of clinical interest. The elective entails students generating learning objectives that their module will address, creating module content in a format of their choosing, and developing an appropriate assessment for the module. Students are encouraged to approach an anatomical topic from a clinical perspective to illustrate the clinical relevance of the anatomical structures and relationships. Twenty‐six student have taken the Anatomy Education elective as of 2021. Some examples of module topics include a review of hepatic anatomy and histology using a clinical case of portal hypertension and placement of a trans‐jugular intrahepatic portosystemic shunt; a review of abdominal anatomy through the lens of a the FAST (Focused Assessment with Sonography for Trauma) exam; and a review of facial anatomy in the context of a facial nerve injury and facial re‐animation procedure.OBSERVATIONSStudents’ experiences during the Anatomy Education elective have been overwhelmingly positive. Student feedback confirms that the elective engaged their self‐directed learning skills, and they appreciated the opportunity to explore a topic of interest. Some student comments include: “I really appreciated the flexibility that this elective allowed. I learned a great deal and was given autonomy when selecting my project topic and content. [The professor] provided excellent guidance and feedback while also allowing me, as the student, to take ownership of my project” and “I enjoyed getting to conduct independent learning about a topic of my choice. I was able to dedicate time to learning about the eye, a topic that I did not feel very confident about after first‐ and second‐year curriculum.”CONCLUSIONSThe Anatomy Education elective is an effective way to vertically integrate gross anatomy into the clinical curriculum. Student feedback confirms that the elective engaged their self‐directed learning skills and the autonomy to choose their own topic motivated students to take ownership of their project.