Performance in a prematriculation gross anatomy course as a predictor of performance in medical school

Tucker, Richard P.

doi:10.1002/ase.48

Cited by 15 publications

(11 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A veterinary school study (McNulty et al, ) demonstrated that students with summer pre‐matriculation coursework not only scored better on the repeated material in veterinary gross anatomy, but the gains also carried over to improved performance over non‐participating students on subsequent gross anatomy examinations. Tucker () demonstrated that not only can a pre‐matriculation course significantly predict performance in a medical gross anatomy course, but it also correlated to USMLE ® Step 1 examination scores. Lu and Notebaert () did not relate pre‐matriculation participation to course grades in medical or dental school; however, they showed that the participation in the summer course supported student study habits, encouraging students to choose deep approaches to anatomy learning in the summer just prior to medical or dental school.…”

Section: Introductionmentioning

confidence: 99%

Perceived Benefits of Anatomy Coursework Prior to Medical and Dental School

Robertson

Thompson

Notebaert

2019

Anatomical Sciences Ed

View full text Add to dashboard Cite

Student struggles in gross anatomy coursework at the professional level can result in hours of remediation along with a need to allot time and other resources by both the student and the faculty. Since this course typically occurs in the first semester of the first year, programs can turn to admissions data to try to determine which of these students may struggle. This study looked at two years of medical (n = 280) and dental (n = 78) students to determine if there is a relationship between pre‐admissions anatomy coursework and performance in gross anatomy at the professional school level. Students provided data regarding their past anatomy coursework and final grades in professional school gross anatomy courses were obtained. In addition, students responded to questions regarding their feelings of preparation and how they valued the prior anatomy coursework as it related to the professional course. Statistical analysis showed no difference in final course grade between students with and without prior anatomy in either program. Counter to the numerical data, 96.6% of the students in the study recommended an anatomy course prior to pursuing a health science degree. The primary reasons given for this recommendation were the benefits of repeated content exposure, knowledge of the anatomy terminology, and decreased stress regarding the course. The results from this study suggest that the benefits of prior anatomy may be seen more in the students’ stress and quality of life rather in the numerical performance of course grades.

show abstract

Section: Introductionmentioning

confidence: 99%

Perceived Benefits of Anatomy Coursework Prior to Medical and Dental School

Robertson

Thompson

Notebaert

2019

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…After an extensive Medline literature search, not a single study was found correlating performance in Anatomy (or any other basic science subject) with clinical skills proficiency. There were a few studies in the literature (all from the same medical school in the United States) which described the use of Anatomy as a positive predictor of performance in US medical schools and in the United States Medical Licensing Examination (USMLE) Step I licensing examination (Peterson and Tucker, 2005a, b; Tucker, 2008).…”

Section: Introductionmentioning

confidence: 99%

The weak relationship between anatomy competence and clinical skills in junior medical students

Schoeman

Chandratilake

2012

Anatomical Sciences Ed

View full text Add to dashboard Cite

In modern curricula, the early integration of anatomy and clinical skills education at undergraduate level is seen as important. However, the direct relationship between medical students' competence in anatomy, and their clinical proficiency during early undergraduate years, has scarcely been studied. In this study, the marks for anatomy and clinical skills of three consecutive cohorts of medical students (n = 538 in total) during their first two years were correlated. The anatomy competence was measured using a new marker, the Anatomy Competence Score (ACS) which was calculated with equal contributions from theory knowledge and its practical and clinical application. Proficiency in clinical skills was determined by OSCE performance marks for stations which examined physical examination and practical procedural skills. The possible compounding effect of students' general academic ability was investigated by using the overall performance mark for each student based on their performance in all subjects over the first two years of the medical curriculum. We found that the correlation between anatomy and clinical skills marks was weak to moderate. However, this correlation was virtually nullified once the effect of academic ability was accounted for. Although these findings suggest that anatomy education does not compliment early clinical education, the lack of complexity of clinical problems used in clinical skills assessments (OSCEs) during the early stages may well be the primary contributing factor to this finding.

show abstract

“…A la luz de lo expuesto, resulta interesante considerar la evidencia internacional reciente que señala que el rendimiento en los cursos de anatomía constituye un excelente predictor en relación con el desempeño en el examen de licencia médica, el equivalente a nuestro examen médico nacional (Peterson & Tucker, 2005;Tucker, 2008); todo ello avalado por una metodología de enseñanza en la cual se desarrollan en los estudiantes las habilidades cognitivas necesarias, utilizando un aprendizaje exploratorio donde puedan correlacionar la anatomía con diagnósticos clínicos. Por esto, es importante considerar aquellos contenidos clínicamente relevantes y que les sean útiles para la introducción temprana de esta habilidades prácticas en el pabellón de anatomía (Philip et al, 2008).…”

Section: Discussionunclassified

Actividades Prácticas en Anatomía: Factor Nivelador de los Contrastes de Origen entre los Alumnos de Medicina

et al. 2017

View full text Add to dashboard Cite

INZUNZA, O.; SCHNEEBERGER, D.; SALGADO, G. & CANTÍN, M.Actividades prácticas en anatomía: factor nivelador de los contrastes de origen entre los alumnos de medicina. Int. J. Morphol., 35(2):494-499, 2017. RESUMEN:Las mediciones de los logros educacionales y las pruebas de selección de ingreso a la educación superior están fuertemente correlacionadas con los antecedentes socioeconómicos y el tipo de establecimiento educacional del postulante, situación que representaría un factor predictor del rendimiento para los alumnos de primer año universitario. Considerando que los puntajes de ingreso para la carrera de medicina presentan una diferencia significativa entre los primeros y últimos seleccionados, nos preguntamos si existe algún factor nivelador que reduzca esa brecha de origen. Se analiza el rendimiento en las evaluaciones prácticas y pruebas teóricas, al comienzo y al final del año académico 2009 comparando los primeros y últimos seleccionados de acuerdo al puntaje de ingreso PSU a la carrera de medicina de la Pontificia Universidad Católica de Chile. Se observan diferencias significativas en el rendimiento de la primera evaluación Teórica de Anatomía y en la Nota Final obtenida en el curso, en cambio, no se encuentran diferencias significativas tanto en la primera Evaluación Práctica cómo en el examen final práctico del curso. Nuestros resultados sugieren que la única evaluación niveladora, que logra superar las diferencias de origen de los examinados, la constituyen nuestras pruebas prácticas; evaluaciones en las cuales el rendimiento de los primeros y de los últimos seleccionados de medicina es más homogéneo. Este tipo de evaluaciones prácticas, realizadas sobre preparaciones cadavéricas, demandan fundamentalmente experiencias vividas en nuestras actividades prácticas, colocándose por sobre la mayor o menor habilidad o experiencia que posea el estudiante relacionada con su establecimiento educacional de origen.PALABRAS CLAVE: Educación médica; Estudiantes de medicina; Aprendizaje médico; Ecoe; Osce. INTRODUCCIÓNDadas las características de los planes y programas de la enseñanza media hasta la década de los 70, las universidades chilenas recibían una población de estudiantes que poseía un importante capital cultural expresado en el manejo de diversas competencias académicas (Scharager & Sebastián, 2007), un adecuado manejo del lenguaje y una gama de experiencias vitales "suficientemente amplias" (conocimiento de otras culturas y de los artistas clásicos), que capacitaban al alumno para dialogar coloquialmente con los docentes encargados de su formación superior (Northedge, 2003).A diferencia de lo que ocurrió durante gran parte del siglo XX, los estudiantes que hoy acceden a la educación superior presentan una gran variabilidad curricular e individual (Zúñiga et al., 2009) y una diversidad en su capital cultural inicial, que refleja diferencias de género, origen ét-nico, origen (sub)cultural, recursos económicos (del estudiante y su grupo familiar), nacionalidad, distintas formas de discapacidad y competenc...

show abstract

Performance in a prematriculation gross anatomy course as a predictor of performance in medical school

Cited by 15 publications

References 10 publications

Perceived Benefits of Anatomy Coursework Prior to Medical and Dental School

Perceived Benefits of Anatomy Coursework Prior to Medical and Dental School

The weak relationship between anatomy competence and clinical skills in junior medical students

Actividades Prácticas en Anatomía: Factor Nivelador de los Contrastes de Origen entre los Alumnos de Medicina

Contact Info

Product

Resources

About