Teaching anatomy in an integrated medical curriculum: getting to the heart of the matter (88.4)

Abstract

In 2009, the Year 1 curriculum at the Medical College of Georgia (MCG) underwent significant curricular reform that resulted in the creation of six integrated systems based courses. All anatomical sciences are now taught as integrated components of these courses with content distributed throughout the academic year. Programatic learning objectives were also revised around this time to align competency based objectives under the six domains of Medical Knowledge, Professionalism, Communication, Practice‐Based Learning, Patient Care, and Systems‐Based Practice. To facilitate practice and assessment of these competencies, a variety of learning activities such as gross anatomy lab handover reviews, peer feedback & self‐reflection exercises, student group presentations, and histology lab quizzes were introduced. Analysis of student performance on these activities indicates that students need and appreciate opportunities to practice these competencies. Indicators of faculty productivity, such as research funding and number of publications, were analyzed as well and did not show a decline. Student perceptions of overall teaching effectiveness also increased.