RAP Sessions ‐ interdisciplinary delivery of anatomy, radiology, and procedural skills (343.2)

Abstract

The McMaster University Michael G. DeGroote School of Medicine’s undergraduate medicine curriculum is a concepts‐based curriculum with anatomy sessions, lectures and small group tutorials. Curriculum review revealed a paucity of radiology and procedural skills in the pre‐clerkship training. An interdisciplinary program of anatomy, radiology, and procedural skills was developed. Method: A 3‐hour curriculum was developed that integrated chest anatomy taught by an anatomist, radiology related to the chest taught by a radiologist, and the procedural skill of placing a chest tube by a general surgeon. The session revolved around a case that was part of their regular small group tutorials. Students rated their knowledge of chest anatomy, knowledge of placing a chest tube and their comfort with placing a chest tube pre and post session using a 10‐point Likert rating scale. Students were also asked to rate the experience on a number of dimensions. Results: 23 students participated in this workshop. All completed the pre and post questionnaires. Students reported an increase in self‐rated knowledge of chest anatomy (4.3 vs 6.4), knowledge in placing a chest tube (1.8 vs 7.7), and in comfort with placing a chest tube (1.4 vs 6.3 post. These results were analyzed using Wilcoxon Signed‐Rank Test and the differences were all statistically significant (p<0.001). The sessions were highly rated, with the mean value for organization/venue scale being 9.4 out of 10 (SD=0.6) and educational value scale (effective, appropriate) being 9.3 out of 10 (SD=0.07). Conclusion: RAP sessions are an innovative interdisciplinary curriculum integrating radiology, anatomy and procedural skills within the context of a concept based medical curriculum. Students reported an increase in knowledge and skills and highly rated the experience as a valuable teaching session for concept integration.