PURPOSE
Anatomy is unique among medical school foundational science subjects
because it is not a required pre-requisite and is not tested on the MCAT.
Yet, anatomy is a critical foundational science with which students often
struggle. From 2016-2024 at MSU CHM, matriculating students were surveyed
regarding their prior anatomy experience. Each year, ?70% of students shared
they had “at least one semester course” or “a significant amount of anatomy
experience.” On anatomy assessments, we have observed no significant
difference in performance between students with self-reported prior anatomy
experience and those who reported none. However, the survey’s three broad
categories may have obscured the diversity of ways students were exposed to
anatomy. The goal of this project is to more comprehensively explore how
prior anatomy affects student performance on didactic and practical anatomy
assessments in our curriculum.
METHODS
The matriculating student survey was expanded for the 2025 entering class
to gather more nuanced information about prior anatomy experience. Students
were presented with fifteen different options describing their prior anatomy
experience and were asked to ‘select all that apply.’ Students were
categorized for analysis in various ways based on prior anatomy course type
and timing since course completion. ANOVA will be performed to explore
performance outcomes across previous experience categories.
RESULTS
Results of our analyses are forthcoming. The final fall didactic-style exam
occurs on 12/8, and the final lab practical occurs on 12/15. Analyses will be
completed once performance data from those assessments have been collected.
CONCLUSION
Understanding how prior anatomy experience(s) impact performance on anatomy
assessments will help faculty assess student needs. Identifying categories of
students most likely to struggle in medical gross anatomy will help faculty
support at-risk students earlier in the curriculum.