83 - Resource Utilization and Student Performance in an Introductory Medical School Anatomy Course

Poster Board Number: 83
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Abstract Body : Introduction: When starting medical school, students are faced with a variety of new academic challenges and are often left overwhelmed when learning how to approach the increased rigor of medical education. Due to the volume of academic content, efficient study habits and worthwhile learning resources are prerequisites for success. Clinical anatomy is often the first course encountered by new medical students. It can be challenging to evaluate and select personally appropriate anatomy learning resources from the numerous study materials that are institutionally recommended and additional ones that are commercially available. Consequently, we have attempted to identify the range of learning resources used by students and to determine which study resources were most associated with improved academic performance in a clinical anatomy course.

Methods: First year medical students from a large academic university were surveyed for resource utilization prior to their first written anatomy examination. Survey questions assessed utilization of both institution specific and outside resources such as textbooks and anatomy websites from a list of over 25 items including an option for free response. In addition, alternative potential predictors of performance including time spent studying and completion of a previous anatomy course were surveyed. Student survey responses were matched to written examination grades. The top 25% of scorers were compared to the bottom 25% of scorers for potential differences in resource utilization and study techniques.

Results: With a 68% survey response rate, a total of 126 survey responses were matched with written exam grades. The average score for the first written examination was 85% with a standard deviation of 6.5. A total of 40 students scored above the 75th percentile (score of 89.4%) and 30 students scored below the 25th percentile (score of 87%). Nearly all students reported watching faculty lectures (99%) and studying provided lecture materials (87%). Students in the top quartile were more likely to complete faculty recommended practice questions [OR:3.5 (1.05-11.69)], study between 5-8 hours per day [OR:2.9 (1.05-7.74)] and have taken a previous anatomy course [OR: 3.3 (1.24-9.00)]. Spending extra time in the cadaver laboratory, participation in peer tutoring, group studying, and studying the assigned textbook were not associated with significantly increased odds of a top quartile exam performance.

Conclusion: Completion of faculty assigned practice questions, increased study duration to a threshold, and completion of a previous anatomy course were significantly associated with a top quartile performance in a first-year medical anatomy course. These factors should be considered by students participating in medical anatomy courses, and advisors providing academic counseling.

Significance/Implications: Within the pre-clerkship phase of the medical curriculum, students are confronted with an academic environment that is intellectually challenging and socially competitive. Moreover, students realize that success on the USMLE exam is of paramount importance and that financial debt is ongoing. Therefore, students thirst for evidence-based information from peers and more senior medical students concerning the learning resources and work habits that are most effective in facilitating success. This study attempts to identify those factors in a gross anatomy course required for all first-year students.