Name
Transforming Embryology Education: Innovative Approaches to Interactive
Medical Instruction
Date & Time
Sunday, June 7, 2026, 4:00 PM - 4:15 PM
Location Name
Lamar A
Speakers
Authors
Danielle Kapustin, University of North Carolina School of Medicine
Kurt Gilliland, University of North Carolina School of Medicine, Department of Cell Biology and Physiology
Emily Moorefield, University of North Carolina School of Medicine, Department of Cell Biology
Evan Raff, University of North Carolina School of Medicine, Department of Medicine, Division of Hospital Medicine
Presentation Topic(s)
Curriculum
Description
PURPOSE:
Congenital anomalies are a leading cause of infant mortality and lifelong
morbidity, yet embryology education has historically relied on passive,
lecture-based instruction that fails to convey the 3D and dynamic nature of
human development critical to understanding these conditions. Student
feedback and NBME performance data at the University of North Carolina School
of Medicine (UNC SOM) highlighted limitations in current embryology and
pediatric instruction, underscoring the need for innovation. This project
sought to transform embryology education through the design, implementation,
and evaluation of a scalable, interactive curriculum aimed at improving
conceptual understanding, NBME performance, and clinical readiness to
diagnose and manage congenital anomalies.
METHODS:
From November 2024 to the present, eight 20-minute interactive lessons were
developed and integrated into UNC SOM’s Translational Education at Carolina
(TEC) 2.0 curriculum: (1) gastrulation and germ layer folding, (2) cardiac
looping, (3) congenital cardiac defects, (4) gastrointestinal rotation, (5)
urinary tract and kidney development, (6) pharyngeal apparatus, (7)
neurulation and 8) primitive brain vesicle and ventricle formation. Each
session aligned with existing organ-system courses and incorporated tactile,
visual, and kinesthetic elements, including 3D models, animations, and
hands-on demonstrations. Each session was developed in collaboration with
course directors to ensure curricular alignment.
RESULTS:
Implementation data demonstrated strong student engagement and improved
self-reported understanding of embryologic concepts. Surveys revealed
increased understanding and confidence in answering NBME-style questions, and
qualitative feedback emphasized the value of visualization and small-group
collaboration. Quantitatively, students’ NBME performance on embryology and
congenital-defect related questions improved compared to prior cohorts.
CONCLUSIONS:
Integrating 3D, multi-sensory, and hands-on instruction into preclinical
curricula proved to be a feasible, well-received strategy for modernizing
embryology education. This approach strengthened students’ understanding of
development and congenital pathology, offering a scalable model for schools
seeking to enhance foundational science and pediatric education.
Congenital anomalies are a leading cause of infant mortality and lifelong
morbidity, yet embryology education has historically relied on passive,
lecture-based instruction that fails to convey the 3D and dynamic nature of
human development critical to understanding these conditions. Student
feedback and NBME performance data at the University of North Carolina School
of Medicine (UNC SOM) highlighted limitations in current embryology and
pediatric instruction, underscoring the need for innovation. This project
sought to transform embryology education through the design, implementation,
and evaluation of a scalable, interactive curriculum aimed at improving
conceptual understanding, NBME performance, and clinical readiness to
diagnose and manage congenital anomalies.
METHODS:
From November 2024 to the present, eight 20-minute interactive lessons were
developed and integrated into UNC SOM’s Translational Education at Carolina
(TEC) 2.0 curriculum: (1) gastrulation and germ layer folding, (2) cardiac
looping, (3) congenital cardiac defects, (4) gastrointestinal rotation, (5)
urinary tract and kidney development, (6) pharyngeal apparatus, (7)
neurulation and 8) primitive brain vesicle and ventricle formation. Each
session aligned with existing organ-system courses and incorporated tactile,
visual, and kinesthetic elements, including 3D models, animations, and
hands-on demonstrations. Each session was developed in collaboration with
course directors to ensure curricular alignment.
RESULTS:
Implementation data demonstrated strong student engagement and improved
self-reported understanding of embryologic concepts. Surveys revealed
increased understanding and confidence in answering NBME-style questions, and
qualitative feedback emphasized the value of visualization and small-group
collaboration. Quantitatively, students’ NBME performance on embryology and
congenital-defect related questions improved compared to prior cohorts.
CONCLUSIONS:
Integrating 3D, multi-sensory, and hands-on instruction into preclinical
curricula proved to be a feasible, well-received strategy for modernizing
embryology education. This approach strengthened students’ understanding of
development and congenital pathology, offering a scalable model for schools
seeking to enhance foundational science and pediatric education.
Presentation Tag(s)
Student Presentation