Function‐First Exposure to the Wrist and Forearm Musculature

Abstract

The objective of the present study was to assess whether a more functional presentation of the initial exposure of the anatomy of the forearm leads to greater student satisfaction and improved assessment performance. Traditionally, medical curricula and medical texts take a structural approach to teaching anatomy; this is particularly true for the study of the muscles. These approaches generally present the muscles in terms of layers and compartments. This method, despite its long‐standing reputation as effective, may not be the best approach for all students. Students may gain a deeper understanding of muscle structure and function after being taught from a more functional approach during their initial exposure, i.e. when it is linked more strongly to clinically‐relevant function, not just proximal and distal attachments, innervation, layers or compartment in which it resides. This study attempts to elucidate the differences on the understanding of human forearm anatomy, if any, between a traditional layer‐based approach and a function‐based approach. First‐ and second‐year medical students at the Oakland University William Beaumont School of Medicine (OUWB) were invited to participate in the evaluation of a control and experimental forearm anatomy learning module. After random assignment to one of the Soft Chalk online modules, participants completed a pre‐test, interacted with the module, participated in a post‐test and completed a usability study. The control group was exposed to typical layer‐based anatomy of the forearm, while the functional group was presented with a function‐based approach to the same anatomy. There were a total of 19 volunteer participants, seven in the functional group and twelve in the traditional group. Analysis using a 2‐Sample T‐Test and within groups using a Paired T‐Test indicates an insignificant difference in outcomes on the post‐test between the groups (p=0.765). Usability study results indicate that compared to the traditional group, the functional group found the module easier to navigate. Participants were also pleased with the clarity provided by the manner in which the wrist and associated musculature was presented relative to the more traditional, layer‐based presentation. Although the number of participants was not enough to produce significant results, preliminary trends would seem to support the notion that novel, ‘function‐first’ approaches to anatomy presentation may benefit students and enhance retention of material. Ideally, such results will encourage medical educators to explore alternative teaching methods to best serve their students.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.