Poster2-01: "BEDSIDE ANATOMY": CASE-BASED EDUCATION IN THE PRE-CLINICAL ANATOMY CURRICULUM AS A TOOL TO CONTEXTUALIZE LEARNING AND INTRODUCE SURGICAL CAREERS
Heather Carmichael, MD, Julia R Coleman, MD, MPH, Jason M Samuels, MD, Joshua J Sumislawski, MD, Christian V Ghincea, MD, Kiran Dyamenahalli, MD, PhD, Alexandra Kovar, MD, PhD, Navin G Vigneshwar, MD, Danielle Royer, PhD; University of Colorado

Introduction: One factor discouraging medical students from applying to surgical residency is a perception that the field is “populated by surgeons with big egos and an unfriendly environment.” This indicates an opportunity early in medical education to address this stereotype and expose students to positive surgical role models. Gross anatomy, typically offered during the first year of medical school, provides an initial and vital foundation for the future surgeon, although surgeons are rarely involved in teaching. We hypothesize that positive experiences with surgeons and introduction to representative surgical cases earlier in the curriculum can provide a real-world context for learning anatomy and encourage students to consider a surgical career.

Methods: We developed a series of structured, one-hour “Bedside Anatomy” sessions co-facilitated by anatomists and surgical residents. Sessions included common surgical cases and focused on critical-thinking and problem-solving skills, while offering opportunity to review cadaver anatomy. The curriculum was self-guided with students working in small groups, using the cadaver as a resource for understanding of key anatomical concepts. Students rotated through in groups of 46 (~5/cadaver), with 2-3 anatomists and 2-3 surgical residents facilitating. Cases were reviewed and revised by surgical and anatomy faculty before implementation.

Results: Nine sessions were implemented with involvement of 8 surgical residents and 185 students; 83 students completed a post-course survey (45%).  A majority rated the sessions “very helpful” in terms of highlighting the importance of anatomy in medical education (n=52,63%) and providing clinical context (n=59,71%). 54% indicated interest in a surgical career and 64% agreed that session participation had increased their interest in surgery. In qualitative comments, students noted that sessions helped “solidify the content we were learning because I could link it to real life experience as opposed to just having to memorize.” However, students were concerned that session content did not “translate directly to the exams.”

Discussion: Overall, students agreed that sessions provided clinical context for their learning and increased interest in a surgical career. Surgical faculty and residents should engage in preclinical medical education to bridge the basic-science and clinical years and introduce positive surgical role models early during medical training.