Presented By: Poliana Toppa, Boston University Chobanian & Avedisian School of Medicine
Co-Authors: Kathleen Wei, Boston University Chobanian & Avedisian School of Medicine
Jonathan Wisco, Boston University Chobanian & Avedisian School of Medicine

Purpose 
Pre-professional Boston University undergraduate students collaborated with three community-based organizations and public schools across the Greater Boston area to introduce Anatomy Academy, a service-learning outreach program for K-12 students that teaches anatomical, physiological, and nutritional concepts that support healthy lifestyles. In this study, we explored the role of curriculum adaptability toward supporting enduring community partnerships that enhance student engagement and learning. 

Methods 
Working in concert with community organization leaders, we established partnerships that met their specific objectives to engage students in learning about health concepts through a mentored environment. Feedback from peers and educators was vital to refining the curriculum for maximum engagement and effectiveness. Strategic budgetary considerations were assessed to maintain program quality and facilitation. Mentors underwent training sessions to ensure their scientific and cultural competence in delivering anatomy, physiology, and nutrition education. 

Results 
The Anatomy Academy curriculum's modular framework design made it easily adaptable for each community client. For example, elementary grade students required dynamic activities in large groups that were readily applicable. Content consolidation was facilitated by implementing a ""knowledge fest"" at the end of each activity, where students answered questions about the material covered. Secondary grade students were found to best engage in small group activities centered around clinical scenarios and detailed explanations. All sites utilized online resources to facilitate student engagement and to address spatial limitations. 

Conclusions 
By establishing multiple university-public school partnerships attending to distinct groups of students, we have understood the importance of a flexible and adaptable base curriculum accompanied by training of inclusive and culturally competent paraprofessionals. Adaptations were quickly implemented and resulted in increased engagement and content consolidation. Lastly, we have established the importance of online resources in overcoming challenges and facilitating a dynamic learning environment with minimal financial considerations.