Student Perceived Value of Anatomy Pedagogy, Part II: Clinical Practice and Assessment

• Main Authors: Carlos R. Guzman, Stephanie Young, Paul Rabedeaux, Seth D. Lerner, Paul F. Wimmers, Craig Byus, Jonathan J. Wisco
• Format: Article
• Language: English
• Published: SAGE Publishing 2015-01-01
• Series: Journal of Medical Education and Curricular Development
• Online Access: https://doi.org/10.4137/JMECD.S17497

We describe student beliefs of how anatomy education influenced their preparation for standardized clinical assessments and clinical skills. We conducted three annual surveys of students of the David Geffen School of Medicine (DGSOM) at the University of California Los Angeles (UCLA) and students of the University of California, Riverside (UCR)/UCLA Thomas Haider Program in Biomedical Sciences from 2010 to 2012. Students were asked, “What specific knowledge or skills did you learn from your gross anatomy experience that helped you prepare for USMLE board exams, third-year clerkships, and physical examination skills?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum. Almost all students felt that anatomy knowledge in general was useful for their success with United States Medical Licensing Examination (USMLE) exams, how they perceived their physical exam skills, and how they perceived their preparation for third- or fourth-year clerkships. On the other hand, when asked about how the anatomy curriculum helped prepare students for fourth-year clerkships, there was a downward trend over a three-year period with each subsequent class. Although anatomy is a highly valued part of the medical school experience, students value integration of the anatomical and clinical sciences, as evidenced by a perceived diminishing value of anatomy pedagogy taught outside of clinical context with subsequent classes over the course of three years.