115 - Enhancing Anatomy of the Gallbladder Education with Clinical Vignettes and Problem-Based Learning

Poster Board Number: 115
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction:
The anatomy of the abdomen and its contents poses a challenge for learners due to the complexity of the spatial relationships between various abdominal and pelvic structures. As anatomy education continues to implement novel approaches including the use of 3D and interactive models to enhance student learning,1 education strategy to improve the medical school curriculum remains vast. Problem-based learning (PBL) is often recognized as an effective teaching method in which learners are encouraged to apply their own knowledge and investigative skills in solving defined problems.2 This study will analyze the effects of using clinical scenarios and PBL in combination with prosected cadavers on student recall ability and knowledge base improvement.

Objectives:
If the First-year medical students are presented with a clinical vignette on a gallbladder disease, delivered in a problem-based learning format (PBL) during cadaver lab, then they will have better knowledge of the gross anatomy and clinical correlates of the gallbladder.

Methods:
At FIU HWCOM, Anatomy is a required course for first-year medical students (M1). The course includes lectures, laboratory sessions, application exercises, and case presentations to teach essential concepts of the human body.
In this project, we will introduce a clinical vignette and ask follow-up questions to first-year medical students during cadaver lab to review gross anatomy and the clinical significance of the anatomy. During this lab session, students will be divided into 3 groups of 40 students in each group. Students will rotate between a variety of tables, which will include anatomical models, plastinated organs, and prosected (cadaveric) specimens. Within each group, small groups of 8 students rotate at the cadaver station to review the anatomy of the gallbladder and clinical correlates of the gallbladder.
A fourth-year medical student (M4) will serve as a TA in a cadaver lab covering the gallbladder and biliary system. The clinical vignette will be presented, and the group will be asked to answer a series of follow-up questions for the first time (See attached Appendix). The number of students that answered correctly will be counted for each question. After the students share their answers, the TA will provide the correct answer and demonstrate using the cadaver. Once all questions and answers have been covered, the group will be asked to answer the same questions a second time. The number of students who answer this time around will be counted. By the end of the session, students should be able to recognize the gross anatomy of the gallbladder and biliary system, recognize the three-dimensional relationship of these structures, and apply this anatomical knowledge to solve clinical problems

Results:
Almost all students answered all questions asked post-teaching session. Students expressed a better understanding of the gross anatomy of the gallbladder, its spatial relationship to surrounding structures, and the clinical anatomy. Students articulated increased recall and retentions of the gross anatomy structures when asked both in the context of Clinical vignettes and first-order identifying the structures in the abdomen.

Conclusion/ Significance and Implication:
The result of this study supports that the use of clinical vignettes and PBL in addition to cadaver prosection can improve the student knowledge base. Further studies can be conducted using a pre-and post-test analysis to validate the study findings.