THIRDYEAR MEDICAL STUDENTS’ ANATOMICAL SCIENCE KNOWLEDGE VS. CLERKSHIP DIRECTOR EXPECTATIONS

Abstract

Full Text

Background. Our school is implementing competency-based medical education (CBME) in undergraduate medical education (UME); however, the effectiveness of integration of anatomical sciences in this model is unknown. The anatomical knowledge that clerkship directors expect of students prior to clerkship is unclear, nor do we know if it is retained under the old curriculum. Aim. The specific aims of this research are to: 1) determine which anatomical concepts are necessary for clerkship, and 2) assess clerkship students’ anatomical knowledge prior to and at the end of each clerkship rotation. Methodology. 1. Questionnaires were used as a guide during interviews with UME clerkship directors (family, internal, OB/GYN, surgery, paediatrics, psych.) to determine which anatomical concepts are necessary for each clerkship rotation. 2. Using Aim 1 results, assessments were created to measure students’ anatomical knowledge prior to and at the completion of each clerkship rotation. Results and Discussion. Embryology was the most, and histology the least, prevalent concept deemed necessary by directors. Gross anatomy was identified as a student strength by family and internal medicine; however, it was deemed a weakness in all other rotations. Only students entering internal, OB/GYN, paediatrics, and psychiatry rotations achieved a passing grade (>60%) on the pre-test, and only family med and paediatrics students demonstrated improvement in the post test. Conclusions. Embryology was the most prevalent theme identified by clerkship directors as most specialties deal with development. Weaknesses included a lack of understanding of arterial branches, anatomical relationships, and MSK. Only paediatrics consistently improved between pre- and post-test scores, which may reflect more clerkship hours in the classroom.