Case‐Based Learning Using Cadaveric Pathology Specimens Enhances Learner Engagement in Reviewing Normal Anatomy

Abstract

The University of Oklahoma College of Medicine implemented a major curricular change in 2010 that resulted in a shift from discipline‐based courses to integrated systems‐based pre‐ clinical courses. In the process, the traditional 16‐week Gross Anatomy course was transformed into a 6.5‐week foundational Human Structure course that includes gross anatomy, embryology, histology, radiologic anatomy, and clinical application of anatomical knowledge. The intent was to provide a foundational knowledge of anatomy that would be re‐visited in the subsequent systems‐based courses. During the 2011–2014 academic years, we provided review anatomy lectures in the Gastrointestinal/Hepatobiliary, and Reproductive Medicine courses. The education literature suggests that passive lectures are the less effective in producing desired learning outcomes than active learning methodologies.Study ObjectiveDetermine if it is possible to review anatomy at an appropriate level and cover adequate content in a more active learning process than traditional lectures.HypothesisStudents will successfully review systems‐based anatomy with improved engagement and retention of material by actively exploring anatomically‐based pathologies in cadavers and their corresponding case studies.InterventionWe developed an innovative way to review anatomy while also engaging students in clinical problem‐solving. Laboratory based case‐studies based on actual cadaveric pathologies were implemented in the MS2 CRR and Reproductive Medicine courses, and the MS1 GIH course.ResultsData collected on student attitudes, student learning outcomes, and faculty perceptions of the laboratories was analyzed to determine perceived effectiveness of the intervention. End of course evaluations indicate that students successfully review anatomy content and gain a deeper understanding of specific anatomically‐based pathologies. In addition, clinical faculty facilitators rated the teaching/learning experience highly.ConclusionLearners and faculty facilitators report that the experiential learning promoted by the pathology‐based laboratory review is engaging, enjoyable, and effective in reviewing systems‐based anatomy. Learners indicate that the case‐based anatomy laboratory enhanced their understanding of clinical applications throughout the remainder of the course.