Longitudinal cohort study on medical student retention of anatomical knowledge in an integrated problem-based learning curriculum

Abstract

Background: When modifying a curriculum to accommodate changes in the methods of subject matter presentation or fit within a shortened time frame, student retention of knowledge remains an important issue.

Aim: This study evaluates medical student retention of anatomical knowledge as they matriculate through an anatomy curriculum where the instruction hours are less than half of the current national average.

Method: Medical students completed an assessment tool developed to evaluate their baseline level of anatomical knowledge at the beginning of the first year. They then completed the instrument at the end of their 1st, 2nd, 3rd, and 4th years to assess their retention of anatomical knowledge during medical school. Data collection began in September 2010 and concluded in June 2015.

Results: Results demonstrate that students began medical school with a low level of anatomical knowledge (baseline), that knowledge increased during their first year (p < 0.001), continued to increase during their second year (p < 0.001), but was over 90% maintained through years 3 and 4.

Conclusion: In conclusion, an anatomy course with reduced hours (∼60), using active learning methods, contextual learning, cadaver demonstrations, increased exposure to imaging, and longitudinal reinforcement can help students build a strong foundation of anatomical knowledge.

Acknowledgements

The authors thank all of the respondents (medical students at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University) to the assessment tool for their willingness to participate. They would also like to thank Beth Bierer, Ph.D., Director of Evaluation in the Education Institute at the Cleveland Clinic and Amy Nowacki, Ph.D., Associate Staff Biostatistician in the Lerner Research Institute at the Cleveland Clinic, for their guidance in the statistical evaluation of the data.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Notes on contributors

Jennifer M. McBride, PhD, is an Associate Professor in the Department of Surgery and Director of Histology at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio.

Richard L. Drake, PhD, is a Professor in the Department of Surgery and Director of Anatomy at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, Ohio.