Using “first patient” autopsy assignments to drive self‐directed learning in a medical student population

Abstract

Discussing the pathology found in the gross anatomy laboratory with medical students has been suggested as a way to educationally enhance the learning environment. One way to carry out this type of educational enhancement, is to give an “autopsy” assignment to students, asking them to integrate both gross and histologic tissue data acquired during these dissection activities. At LSUHSC, this type of autopsy assignment has been given for the past six years and have been positively received by medical students. Data from these studies will be presented detailing the common pathologies that can be easily identified from an anatomist's perspective using data from anatomic studies of the heart (n=39), lung (n=97), kidney (n=76), and liver (n=49). The anatomic studies include a gross and microscopic evaluation of pathology and artifacts found by medical students dissecting within the gross anatomy laboratory. Data will also be presented from a multi‐year study (n−397) investigating how such autopsy activities in the medical curriculum impact students' diagnostic acumen and their development of clinical reasoning skills. Data will also be presented from the most recent student class (graduating class of 2022; n=199) whose members participated in a year‐long, self‐directed assignment, which included a student group presentation of their autopsy report. A potential framework for meeting LCME standards for self‐directed learning will be discussed, as well as suggestions to assist programs with limited financial and faculty resources.Support or Funding InformationThis project was partially funded by the American Association of Anatomist's Education Research Scholarship.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.