Teaching surface anatomy through near‐peer instruction

Abstract

Study ObjectivesUnderstanding of surface anatomy is crucial for clinical care, including physical examination, trauma management and surgery. This study evaluates the utility of a series of modules focused on surface anatomy in aiding student understanding of anatomical landmarks, as well as their ability to apply knowledge. Modules were developed in the context of larger lab sessions by an MS2, and guided by faculty, presented to MS1s. This provided opportunities for professional development of a medical student and for faculty members to mentor.MethodsA series of modules relating surface anatomy to clinical scenarios was developed by an MS2, guided by faculty members. These were presented to MS1s at Hofstra North Shore‐LIJ SOM on a weekly basis. Each of the stations was developed around a specific goal and students were guided through activities using Socratic questioning. Effectiveness of the modules was evaluated through exam questions related to surface anatomy, and compared to the same questions from a cohort the previous year that did not have the modules.ResultsPreliminary results indicate that students who received the surface anatomy modules performed better than those who did not on questions related to surface anatomy. It is yet to be determined whether the intervention group is able to more broadly apply new knowledge by utilizing general principles of surface anatomy.