Purpose
Knowledge of anatomy is a foundational building block in any medical curriculum. At the Larner College of Medicine (LCOM), anatomy is taught 1st semester but is not revisited following this early exposure. Our monthly review sessions aim to provide medical students the opportunity to practice spaced retrieval of anatomical concepts to maintain and enhance competency of the material to aid in Step1 preparation and clinical clerkships. Recently, we have begun implementing student-led sessions. Here, we sought to explore student knowledge retention and satisfaction after the session.

Methods
Our 1-hour monthly sessions are designed to align relevant anatomical material with the medical school curriculum. Our most recent peer-led session was on the Brachial Plexus, targeted to first year medical students but open to students of all levels. The session consisted of an 8-question pre-session quiz to evaluate students’ existing knowledge, followed by the workshop, which consisted of a review of relevant material and concluded by multiple-choice case-based questions. Students were given 60-70 seconds to answer each question and encouraged to work in groups. At the end of the session, they were given 10 minutes to complete the post-session quiz to evaluate retention of material. Students also completed a quality and improvement survey to gauge satisfaction of the sessions. A paired t-test was used to evaluate statistical significance between pre- and post-session quiz scores. Qualtrics XM was used to administer quizzes and the survey. All responses were anonymous.

Results
17 people completed the pre- and post-session quizzes for the Brachial Plexus session. The mean score on the post-session quiz increased by 20.6% (r2=0.8, p<0.01). 6 people completed the post-session survey. 5 of the 6 students responded that they were “extremely satisfied” with the session, that they would be extremely likely to recommend a peer attend the sessions and that they would use this material to study for Step 1. Overall, students enjoyed the visual presentation and interactivity of the session, though some mentioned that the pace was too fast and that they would have liked to have the session available virtually and recorded.

Conclusion
The anatomy review sessions have been well received by our 1st class of medical students as evidenced by the positive comments on the survey. The post-session quiz data supports that students are increasing their short-term retention of anatomical knowledge in these sessions. Going forward, we hope to retain attendance from the pilot class while also expanding to include the new class of medical students. Our future aims are to transition towards a predominantly student-led structure, expand accessibility to include an option to attend and access materials from the sessions virtually, and eventually take steps to incorporate anatomy review sessions into the curriculum to increase anatomical knowledge retention.