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

Abstract

Introduction: Medical students are often first introduced to fast-paced, high-volume curricula through anatomy coursework. The LEAD Scholars pre-matriculation program introduces incoming students to anatomy content and study skills to facilitate adjustments to medical school and reduce existing achievement gaps for under-represented students. Little work has demonstrated the effectiveness of case-based learning (CBL) sessions integrating anatomy, embryology, and histology on first year medical students’ ability to problem solve and improve content mastery. To address the lack of research, the goal of this study was to implement such CBL sessions to assess their effectiveness in promoting study techniques while integrating anatomy content Methods: Four fully integrated CBL sessions that each included anatomy, embryology, and histology content covering the upper extremity and thorax were written. For each session, LEAD Scholars (n = 25) completed an individual pre- and post-quiz and worked in groups through cases consisting of clinical scenarios and questions that required students to interpret images, complete matching exercises, and make diagrams, flow charts, or tables. Students completed a post-session survey with Likert-style and free response questions about preparation and session effectiveness. Pre- and post-quiz scores were compared using Wilcoxon signed rank tests. Free responses were analyzed using thematic analysis. Results: Analyses revealed significant improvements on post-quiz scores for all CBLs (p < 0.01). In the post-session survey, students strongly agreed the sessions effectively improved their understanding of course material and appropriately connected anatomy, embryology, and histology content. Students commented that they enjoyed the real-life application of the material and that the sessions encouraged them to keep up with the content, were helpful for making connections between the topic areas, and helped illustrate whether their study habits were effective or needed to be changed. They suggested additional cases and more pre-work to guide preparations as ways to improve the sessions. Conclusion: These results suggest that CBL sessions are a viable means for providing opportunities to practice and adapt study techniques while delivering integrated medical anatomy content to first year medical students. Session modifications will focus on expanding the sessions to provide more opportunities to practice the content and study techniques and including specific pre-work activities to guide preparation.