No abstract

Independent e‐learning modules (IL's) using sound pedagogy and cognitive learning theories are often used to replace the lost lecture or lab hours once given to anatomy. This change should reflect the documented characteristics of the “net” generation. However, participation in and/or completion of the IL's is low. Our initial hypothesis is that motivation to learn is not tied solely to formal evaluation or comfort with e‐learning. An adjunct to learning anatomy through IL's was offered for Years 1 and 2 medical students. The students organized a surgical oriented anatomy club (SOA) to help them understand the relevant anatomy in a clinical context. This study compares the motivation of students to participate in anatomy taught through the surgery club with that of IL's. The SOA club arranged for surgeons to demonstrate several common surgical procedures. After the demonstration students were asked to review the relevant anatomy on cadavers with the assistance of an anatomist and the surgeon. Participation for the events was voluntary and was full beyond capacity within minutes of posting the session information. Participation rates will be compared to that of IL's. In addition, survey data will gauge student motivation for attending the SOA sessions or completing IL modules. Preliminary results suggest more student initiatives designed with clinical relevancy should be considered part of future medical curricula.Grant Funding Source : None