Integrated Case-Based Learning Sessions in Anatomy are an Effective Teaching Method for Pre-Matriculating Medical Students

Abstract

Objective or Purpose of Innovation: To assess the effectiveness of case-based learning (CBL) sessions in promoting study techniques for integrated anatomy content.

Background: Medical students are frequently introduced to medical school curricula through anatomy coursework, which often includes histology and embryology content. The LEAD Scholars pre-matriculation program introduces anatomy content and study skills to facilitate adjustments to medical school and reduce existing achievement gaps for under-represented students. Recent changes in medical education emphasize integration of content areas, resulting in greater use of activities such as CBL sessions. Little work has demonstrated the effectiveness of CBL sessions integrating anatomy, embryology, and histology on first year medical students’ ability to improve content mastery and adapt their study techniques.

Innovation Design- Methods and Measures: Three CBL sessions that each included anatomy, embryology, and histology content covering the upper extremity and thorax were written and taught to LEAD Scholars (n=18). Each session involved: completion of an individual pre- and post-quiz, group completion of clinical cases involving image interpretation, matching exercises, and construction of diagrams, flow charts, or tables, and a post-session survey with Likert-style and free response questions about preparation and session effectiveness. Quiz scores were compared using Wilcoxon signed-rank tests and free responses evaluated using content analysis.

Outcomes: Post-quiz scores were significantly improved for all CBLs (p < 0.01).

Innovation Strengths and Limitations: Students enjoyed the real-life application and integration of the cases and commented that the sessions improved their understanding of the connections between content areas. Other comments demonstrated that students evaluated and adapted their study approach in preparation for the sessions, often using techniques included in the sessions. Limitations include the low-stakes nature of this summer program, which likely influenced students’ study outside of scheduled program time.

Feasibility and Transferability: CBL sessions can be tailored to an individual medical school’s curriculum to provide opportunities to incoming first-year medical students to practice, adapt, and evaluate study techniques while delivering integrated content.