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Does learning in clinical context in anatomical sciences improve examination results, learning motivation, or
Anja Böckers1, Christian Mayer, Tobias Maria Böckers
1Institute of Anatomy and Cell Biology, Ulm University, Faculty of Medicine, Ulm, Germany.
Anatomical Sciences Education
|June 5, 2013
Summary
Integrating surgical context into gross anatomy courses enhances medical student learning. The "Ready for the OR!?" (FOP) course improved motivation and deep learning approaches compared to traditional anatomy study alone.
Area of Science:
- Medical Education
- Surgical Anatomy
- Preclinical Training
Background:
- Gross anatomy is fundamental to surgical training.
- Traditional anatomy courses may lack clinical relevance, impacting student motivation.
- Bridging preclinical anatomy with surgical application is a key educational challenge.
Purpose of the Study:
- To evaluate the impact of a preclinical surgical skills course on gross anatomy learning outcomes.
- To assess the effect of integrating clinical context on medical student motivation and learning orientation.
- To compare the learning experience of students in a combined anatomy and surgical skills course versus a control group.
Main Methods:
- A compulsory elective course, "Ready for the OR!?" (Fit für den OP - FOP), was implemented for second-year medical students concurrently enrolled in gross anatomy.
- The FOP course included five sessions on surgical disinfection, suturing, instrument identification, and five cadaver-based surgical demonstrations.
- Learning motivation and orientation were assessed using the SELLMO-ST and Approaches and Study Skills Inventory tests.
- Student performance was evaluated via an Objectively Structured Practical Examination.
Main Results:
- FOP participants showed no increase in work avoidance, unlike the control group.
- Students in the FOP course demonstrated an increased "deep approach" to learning.
- A decrease in the "surface approach" to learning was observed in FOP participants.
- FOP participation correlated with sustained learning motivation and orientation.
Conclusions:
- Integrating clinical context, such as surgical skills, into preclinical gross anatomy enhances student engagement.
- The FOP course effectively improved learning orientation and motivation, reducing work avoidance.
- Early exposure to surgical application positively influences the learning process for future surgeons.
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