Values and Perceptions of the Traditional Gross Anatomy Courses at Tufts University School of Medicine

Abstract

Human Gross Anatomy has customarily been taught as a didactic course supplemented with practical laboratory instruction. However, given strong directives from the Liaison Committee on Medical Education and other governing bodies, along with advances in educational technology tools, many medical curricula have forgone this format in favor of group‐based learning modalities such as the flipped classroom and Team‐based problem solving. While studies suggest that collaborative learning and technology assisted teaching may improve student performance, other data suggest that didactic formats are actually the preferred learning mode. Tufts University has maintained a traditional lecture and gross lab format with nearly 140 hours of instruction spread over five months of the first year curriculum. The longitudinal nature of the course has allowed for a paced, deep learning of Anatomy in stark contrast with shorter courses which emphasize broad or conceptual learnings. Our preliminary report, which draws on polling results and conversations with the first year class suggests that Gross Anatomy, and the complementing Head & Neck Anatomy course, are one of the most valued components of the curricula at Tufts, not only for their subject matter, but for the breadth and depth as well. Students found that the hands‐on nature of the lab work not only allowed for detailed learning of anatomical complexities, but it also vested a strong respect for the sensitivity of the profession. The pre‐lab lectures were deemed an appropriate primer for all the dissections throughout the course. The current format was found to allow for a mastery of the material due to the comprehensive nature of the didactics along with practical experience in the gross lab. The continued success of this course signals a place for traditional Anatomy instruction in a landscape which continues to evolve towards alternative learning approaches. While controversies still exist, the traditional didactic has proven its ability to deliver deep‐level learning in a format led by experts. Further studies will be needed to show whether technology or peer based learning tools are able to deliver similar results.Support or Funding InformationThis work was made possible by the American Academy of Anatomists and Tufts University School of Medicine.