PURPOSE: Early medical education often emphasizes foundational anatomy,
but students at this stage may struggle to appreciate its clinical relevance.
This highlights the value of supplemental sessions that connect basic anatomy
to patient care earlier in the pre-clinical training phase. Complex
conditions, such as craniosynostosis, require an integrated understanding of
craniofacial anatomy and clinical presentation. To address this, we developed
an interactive, student-led session focused on craniofacial anatomy to
promote deeper engagement with and comprehension of complex anatomical
concepts.
METHODS: First- and second-year medical students were invited to
participate in a student-developed interactive learning session on
craniofacial anatomy and related pathologies. Participants completed pre- and
post-session surveys evaluating knowledge and self-reported confidence. The
session included a brief didactic overview linking anatomy to clinical
presentation, followed by hands-on identification of cranial sutures and
anomalies using physical skull models.
RESULTS: We anticipated significant improvement in both knowledge scores
and confidence levels following participation. Students were expected to
demonstrate greater ability to recognize craniofacial structures and describe
their clinical relevance.
CONCLUSIONS: Student-led, interactive teaching offers an approachable way
to make complex anatomy more relevant early in medical training.
Incorporating similar sessions into pre-clinical courses has been shown to
help students retain material better, build early interest in surgical
fields, and strengthen the bridge between basic science and patient care.