98 - Is Pre-medical School Anatomy Exposure Correlated with Better Performance in Medical School Gross Anatomy?

Poster Board Number: 98
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Abstract Body : Typically taken in the first semester of medical school, gross anatomy helps set the framework for future coursework and clinical practice. Though human gross anatomy is foundational at many medical schools, it is not typically a required prerequisite for medical school. There is currently mixed evidence as to whether pre-medical school anatomy coursework positively influences medical school anatomy performance, with previous studies showing support for and against a link between pre-medical school anatomy and medical school gross anatomy performance. Here, we sought to investigate the relationship between pre-medical school anatomy coursework and medical school anatomy performance using both coursework grades and self-reported student outcomes.

Our study drew upon data collected from the human anatomy laboratory component of first semester coursework at the New York Institute of Technology College of Osteopathic Medicine. Grades were compiled for the class of 2023, 2024 and 2025, both for anatomy laboratory alone, and for non-anatomy coursework. Surveys assessing prior student experience, and student perception of their anatomy experiences were distributed via REDCap. Survey distribution yielded 223 responses, with 116 students indicating no prior anatomy experience and 107 students indicating prior anatomy experience.

Students with prior experience in gross anatomy outperformed students without prior experience on both the first anatomy exam (effect = 0.41 standard deviations [SDs]’s; p< 0.001) as well as on the anatomy laboratory course as a whole (effect = 0.18 SDs; p< 0.05), even after accounting for confounding variables such as overall (non-anatomy) course grades and MCAT scores. However, the effect dramatically decreased between the first exam and final course grade. Students with prior anatomy experience also reported feeling more prepared about taking gross anatomy in medical school (mean Likert score of 4.0 versus 2.9; p< 0.001). However, prior anatomy experience did not change perceived performance satisfaction or enjoyment of the anatomy laboratory course. Overall, this data suggests there is a positive correlation between pre-medical anatomy experience and overall performance in the gross anatomy course. However, this effect tapers to minor by the end of the course. Given this, our results suggest that introductory anatomy courses, either in undergraduate studies, or anatomy ‘boot-camp’-style programs prior to first-semester medical coursework, may provide a route for students to feel better prepared, and increase their anatomy performance, at the beginning of their medical school career. Nevertheless, the minor (though significant effect) of anatomy experience on anatomy grades suggest that most students are able to sufficiently ‘catch-up’ by the end of the course.