Implementing a Competency-Based Approach to Anatomy Teaching: Beginning With the End in Mind.

Area of Science:

• Medical Education
• Anatomy Pedagogy

Background:

• The medical education system is transitioning to competency-based models.
• Anatomy classrooms are adopting innovative teaching strategies like team-based and flipped classroom models.
• This study builds on prior research linking anatomy-based learning to student engagement and academic performance.

Purpose of the Study:

• To assess the impact of anatomy-based learning, a flipped classroom model, on student academic performance.
• To investigate the relationship between anatomy-based learning and student engagement.
• To compare anatomy-based learning with traditional teaching methods in anatomy.

Main Methods:

• A sequential mixed-methods design was utilized.
• Quantitative data included student scores, gender, and stream.
• Qualitative data involved thematic analysis of observations from anatomy laboratories.

Main Results:

• No significant difference in aggregate or final scores between anatomy-based learning and traditional streams.
• Students in anatomy-based learning spent more time on task.
• Anatomy-based learning students exhibited more self-directed and multimodal learning.

Conclusions:

• While quantitative academic performance showed no significant difference, the flipped classroom model shows potential for enhanced student engagement.
• Anatomy-based learning can foster individual preparation, team-based learning, and consensus-based learning.
• Further research may explore optimizing flipped classroom models in anatomy education.