Purpose: The addition of Cell Biology and Histology content to a
content-rich Anatomy and Embryology block presented challenges to Year 1
(MS1) medical students, as anatomy and embryology are seen as related
subjects while histology is seen as unrelated. We generated a variety of new
resources, both for the MS1s and their teaching assistants, that were
designed to increase student performance, engagement and satisfaction in this
block, which was the first in their preclinical curriculum.
Methods: Online material for the students included content reviews,
identification exercises, and demonstrations of "lookalikes" to
encourage student engagement and retention of material. Quizzes were
interspersed throughout the block. Teaching assistants were prepared by
online guides and quizzes at the beginning of the block and before each lab
session. Finally, surveys were conducted at the end of the block to gauge
student satisfaction with the material.
Results: The block was divided into three units, and all three labs were
given in unit 1. Scores from quizzes given to the TAs rose from 65% (taken
before the block) to 82% (taken after unit 1). MS1s took a 25-point quiz
after viewing each review Powerpoint (1 per unit) and a separate, 4-question
quiz after each lab session was held. On both quiz types, scores remained
high (78.4-80.5% correct on large quizzes and 88% correct on all
mini-quizzes). Responses to post-block surveys showed overwhelming
appreciation for the supplements and for TA support.
Conclusion: Entering medical students feel overwhelmed by the amount of material
covered in the first block of medical school. Also, retention of histology
concepts often lags behind anatomy topics. The additional study material that
we provided gave the students convenient and useful supplements to augment
their learning experience, and offered the TAs confidence-building guides
that aided them in their roles in the lab sessions.