Undergraduate coursework in anatomy as a predictor of performance: Comparison between students taking a medical gross anatomy course of average length and a course shortened by curriculum reform

Abstract

The performance of students taking medical gross anatomy at the University of California at Davis during a 4-year period (1999-2002) was correlated with prior undergraduate anatomy coursework. Significant correlations were observed between class rank in medical anatomy and taking any undergraduate anatomy as well as the total number of undergraduate anatomy units (P<0.01). Taking human gross anatomy and an anatomy laboratory course were significantly correlated with medical anatomy class rank (P<0.01) as were grades in human anatomy, comparative vertebrate anatomy and anatomy laboratory courses (P<0.05). The medical anatomy course offered in 1999-2000 was 172 hr long, and the course offered in 2001-2002 was 135 hr long, with most of the difference made by decreasing lecture time while sparing the dissection laboratory. The reduction in course length was the consequence of a curriculum-wide cap in weekly contact hours. In the 172-hr medical anatomy course there were significant correlations between the students who took undergraduate anatomy and both class rank and the score on the final examination (P<0.01). These correlations did not exist for the 135-hr course. This may be explained by previous anatomy experiences helping students learn from lecture more than from dissection laboratory, as well as the extra study time available to students in the reformed medical curriculum. Pre-medical students and health science advisors need to consider that the benefits of taking anatomy as an undergraduate may be dependent on the configuration of a medical school's curriculum.

Observations by a university anatomy teacher and a suggestion for curricular change: Integrative anatomy for undergraduates

“…The more knowledge and understanding of anatomy, embryology, and histology they take into the program with them, the better equipped they will be to survive the onslaught. As to whether this is really true, data are scarce; some support this seemingly logical premise, others do not (Rarey, 2001;Forester et al, 2002;Peterson and Tucker, 2005).…”

Perceived Benefits of Anatomy Coursework Prior to Medical and Dental School

“…These results are contrary to Forester et al (), which showed that students with any anatomy coursework performed significantly better than students without anatomy experiences. Peterson and Tucker () also showed that having taken any undergraduate anatomy had a positive correlation to final grade and class rank in medical gross anatomy when considering students in their longer, 172 hour, traditional course format. It should be noted that the final grade distribution for medical gross anatomy (Fig.…”

“…The American Dental Association (ADA) points potential applicants to the individual dental schools for requirements but again, anatomy is not listed (ADA, ). Even though students may not be required to take anatomy, prior course experience has been reported (Canaday and Lancaster, ; Forester et al, ; Peterson and Tucker, ; Kondrashov et al, ) but it is inconclusive as to the benefits gained from prior anatomy coursework.…”

“…Students in this program with 1–2 anatomy courses prior to enrolling in medical school did not show a significant difference in performance in gross anatomy or GPA from students without anatomy coursework (Kondrashov et al, ). Peterson and Tucker () found that undergraduate anatomy coursework significantly correlated to medical gross anatomy performance in a traditional format, but not in more condensed, reduced credit hour course. This research is of particular note in light of the ever changing and potential reduction in medical course hours across the curriculum.…”

Eighty Students, Five Cadavers, and Two Professors: Innovative Teaching Practices in an Undergraduate Human Gross Anatomy Course

“…Studies have shown that students who take cadaverbased anatomy as undergraduates are better prepared for graduate work (Forester et al 2002, Peterson andTucker 2005). Increasingly, PUIs are offering programs in physician assistant science, athletic training, or sports and exercise science in which students do not go on to graduate programs, but obtain employment following graduation from their undergraduate institution.…”