45 - Building Bridges: Connecting Embryology and Anatomy in Gross Anatomy Lab

Poster Board Number: 45
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : PURPOSE:
Embryology has numerous applications in multiple medical disciplines but students often find the concepts abstract and challenging to visualize and apply. To better link embryology concepts to adult anatomy and reinforce clinical consequences of developmental processes, we created “Embryology-Anatomy Bridges”. We hypothesized that deliberate integration of embryology with cadaveric observations would enable first-year medical students to connect embryo and adult structures and further appreciate consequences of aberrant development.

METHODS:
Each week during the cadaveric dissection lab at the Spencer Fox Eccles School of Medicine, anatomy teaching assistants challenged students to: identify cadaveric structures from embryologic pre-cursors, identify developmental anomalies using different imaging modalities and apply basic concepts to explain clinically relevant developmental anomalies, some of which were present in their cadaveric patients (patent foramen ovale, laterality defects, undescended testis). Embryology learning objectives were incorporated into the weekly anatomy objectives and students were assessed on both during weekly cadaver quizzes and table conferences. Students completed a qualitative survey to assess their attitudes via MCQs and open-ended response questions. Lab staff received supplemental embryology training by a second-year medical student (F2021) or by senior peers (F2022) and completed a qualitative survey to assess effectiveness of this training in session preparation.

RESULTS:
The majority of students found the embryo-anatomy bridges were effective in helping students better connect embryological tissues and structures to their adult derivatives (90%, N=124, F2021), review radiographic features for specific abnormalities (91%) and reinforcing major embryology concepts (92%). Staff reported the embryo-anatomy bridge training prepared them for lab (78%, N=9) and they felt confident in answering students' questions in the lab (78%, N=9).

CONCLUSION:
Deliberate integration of embryology within the anatomy lab was a successful approach to reinforce foundational embryology concepts and illustrate relevance to adult anatomy, anatomical variation and congenital abnormalities.