Clinical Anatomy as Early Collaborative Learning for Health Professions Students

Abstract Body : Anatomy is a foundational course consistent in all health professions curricula. This commonality allows health professions programs to leverage anatomy as interprofessional education (IPE) experiences for students. Previous studies have shown short and long-term attainment of IPE competencies in several domains (e.g. role and responsibility; values/ethics) following anatomy-based IPE experiences. However, many institutions have limited curricular flexibility and/or funding for in-class IPE. In these circumstances, an enticing and high-yield IPE extra-curricular experience is beneficial to motivate student participation across programs. Here we present results from a pilot study designed to integrate shared learning of anatomical and IPE competencies through clinical applications and role-modeling by practicing interprofessional providers to a cohort of first-year health professions students. We evaluated the effects of collaborative anatomy experiences on attainment of IPE competencies

Thirty students from the physician assistant (PA), doctor of physical therapy (DPT) and medical school (MD) programs (~10 students each) were recruited at the beginning of their first semester. IPE experiences consisted of a semester-long series of extra-curricular activities in which learners participated as a member of an IPE small group. Activities were primarily arranged around a set of clinical procedures (e.g., chest tube insertion, meniscectomy). In interprofessional groups students: 1) received short lectures on anatomy relevant to each procedure; 2) solved related problem sets; 3) saw each procedure demonstrated (on a cadaver) by a practicing clinician (MD or PA), and; 4) heard a panel of interprofessional providers (PT, MD, PA) discuss interprofessional collaboration for designing a plan of care with each procedure. At the end of the semester, students completed a satisfaction survey to assess perceptions of learning and the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) to assess progress towards obtaining IPE core competencies.

Throughout the semester, attendance remained high (+/= 75% at each events) and 50% of learners completed all surveys (n=15). Perceptions of learning were positive, with over 50% responding they mostly/completely agree the project was engaging or helped them as a learner. The strongest responses involved clinical procedure demonstrations to better understand anatomy (93% mostly/completely agree) and interacting with interprofessional providers to better clarify roles (87%-93% mostly/completely agree). The ICCAS instrument demonstrated a positive shift in perceived IPE competencies among learners across domains. When comparing competency attainment before and after participation, the domains of Role/Responsibility and Team Functioning saw the greatest improvements, with learners reporting a 29% and 35% increase in these areas respectively.

This pilot study demonstrated that a well-designed, engaging IPE anatomical experience was beneficial for our learners and resulted in increasing attainment of IPE competencies. The clinical procedures design allowed us to maximize our position at a teaching hospital, granting us access to passionate clinician-educators who maintained student interest. Future analyses will assess anatomical competency attainment across a larger cohort and perceptions of the participating faculty regarding experience and long-term feasibility.