Number
226
Name
Evaluating the Effect of a Passing Requirement in the Anatomy and Embryology Curricular Thread: A Pilot Intervention in an Integrated Curriculum
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Daniela Armella Tangarife, Geisel School of Medicine at Dartmouth
Ian R. Beals, Geisel School of Medicine at Dartmouth
Virginia T. Lyons, Geisel School of Medicine at Dartmouth
Presentation Topic(s)
Curriculum
Description
PURPOSE
After the pre-clerkship curriculum at Geisel became fully integrated in
fall of 2019, USMLE Step 1 performance data and anecdotal reports revealed
concerning gaps in students' foundational knowledge of curricular thread (CT)
topics such as Anatomy and Embryology. Medical education faculty proposed two
causal hypotheses: 1) decreased contact hours for CT topics, and 2) CT
questions comprise only a small percentage of individual assessments,
potentially leading students to deprioritize these topics. This study aims to
understand if implementing a passing threshold for a curricular thread across
the pre-clerkship phase improves student engagement and performance in that
CT within an integrated curriculum.
METHODS
In July 2024, Geisel implemented a pilot intervention requiring MD students
of the Class of 2028 to achieve a minimum passing grade of 70% in the
longitudinal Anatomy and Embryology CT as a prerequisite for progressing from
the pre-clerkship phase to the clinical phase. Control data derives from the
MD Class of 2027, who completed the same curriculum without the passing
requirement. Quantitative analyses will compare mean scores, pass rates, and
performance on the CT assessment items across courses and between cohorts.
Focus groups with students from the Class of 2028 will gather qualitative
insights regarding study prioritization and barriers to mastery.
RESULTS
Assessment data collection will conclude by the end of January 2026. Preliminary
data suggests the implementation of the threshold policy may have influenced
student engagement with the content.
CONCLUSIONS
If the results of this study demonstrate that implementing passing
thresholds improves student engagement and performance in curricular threads,
this intervention could provide a practical, low-cost strategy for medical
schools facing similar challenges with integrated curricula. Understanding
effective assessment strategies for longitudinally distributed course
material has significant applicability, considering that a significant number
of medical schools have adopted integrated pre-clerkship curricula.
After the pre-clerkship curriculum at Geisel became fully integrated in
fall of 2019, USMLE Step 1 performance data and anecdotal reports revealed
concerning gaps in students' foundational knowledge of curricular thread (CT)
topics such as Anatomy and Embryology. Medical education faculty proposed two
causal hypotheses: 1) decreased contact hours for CT topics, and 2) CT
questions comprise only a small percentage of individual assessments,
potentially leading students to deprioritize these topics. This study aims to
understand if implementing a passing threshold for a curricular thread across
the pre-clerkship phase improves student engagement and performance in that
CT within an integrated curriculum.
METHODS
In July 2024, Geisel implemented a pilot intervention requiring MD students
of the Class of 2028 to achieve a minimum passing grade of 70% in the
longitudinal Anatomy and Embryology CT as a prerequisite for progressing from
the pre-clerkship phase to the clinical phase. Control data derives from the
MD Class of 2027, who completed the same curriculum without the passing
requirement. Quantitative analyses will compare mean scores, pass rates, and
performance on the CT assessment items across courses and between cohorts.
Focus groups with students from the Class of 2028 will gather qualitative
insights regarding study prioritization and barriers to mastery.
RESULTS
Assessment data collection will conclude by the end of January 2026. Preliminary
data suggests the implementation of the threshold policy may have influenced
student engagement with the content.
CONCLUSIONS
If the results of this study demonstrate that implementing passing
thresholds improves student engagement and performance in curricular threads,
this intervention could provide a practical, low-cost strategy for medical
schools facing similar challenges with integrated curricula. Understanding
effective assessment strategies for longitudinally distributed course
material has significant applicability, considering that a significant number
of medical schools have adopted integrated pre-clerkship curricula.