Predictors of Success in a Medical Gross Anatomy Course

Abstract

ObjectiveEvidence of predictors of success in the medical gross anatomy course is lacking. The purpose of this institutional review board‐approved study was to identify predictors of success— learning styles, study habits, personality traits, and lifestyle characteristics—in the didactic and laboratory portions of the medical gross anatomy course at A.T. Still University's Kirksville College of Osteopathic Medicine (KCOM).MethodsA previously verified survey was given to 179 first‐year medical students. The survey was optional and did not affect grades. It included 7 demographic questions, the 50‐item Big Five personality test, the 30‐item learning style questionnaire, 11 questions on study habits, and 7 lifestyle questions. Survey results were correlated with student grades in the didactic and laboratory portions of the gross anatomy course and total course grade.ResultsAttending lectures led to significantly higher lecture examination grades but not laboratory grades, causing a lesser effect on overall grade. Watching recorded lectures instead of attending lectures had a significant negative effect on all 3 grades. Lower stress levels and fewer incidences of feeling depressed led to significantly higher grades in lecture and laboratory. Males had significantly higher lecture examination grades than females, but laboratory and total grades were not significantly different between sexes. Diet; amount of daily sunlight, sleep, or exercise; highest degree completed; primary motivation to study; studying material before vs after the lecture; timing of the lecture material review; and seeking deep understanding of the material vs memorizing had no significant effect on grades. For personality type, evidence (P≤.06) suggested neuroticism and conscientiousness had a positive association with all 3 grades. None of the learning styles (visual, auditory, or kinesthetic) had any association with grades. Using the VH Dissector platform to study, rarely or never feeling depressed, and being under little stress had a positive effect on predicted total grades, while making flashcards to study and using online resources had a negative effect on the predicted grades. For predicting laboratory grades, not using blank paper for notes when attending lecture and rarely or never feeling depressed had a positive effect. For predicting lecture examination grades, making flashcards, using online resources, and watching recorded lectures had a negative effect.ConclusionBased on our results, maintaining a low stress level and low level of depression were important for success in the medical anatomy course at KCOM. Attending lectures also seemed to be important for achieving higher grades. Neurotic and conscientious personality types were associated with higher grades in the gross anatomy course. Finally, we identified study methods that had positive and negative effects on grades. Ultimately, we hope these results can help incoming medical students be successful in the always challenging medical gross anatomy course.Support or Funding InformationDr. Peter Kondrashov, A.T. Still University Kirksville College of Osteopathic Medicine, provided support for this projectThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.