Using the Situated Learning-Guided Educational Framework to Teach Anatomy of the Infratemporal Fossa and...

Head and neck anatomy is a complex topic for students to learn and educators to teach. The current, most common pedagogical approach is student-conducted dissection. However, dissection of this region can be difficult, may be stressful, and might not optimally impart the foundational knowledge necessary to understand clinical scenarios. To address these challenges, we developed an instructor-guided, situated learning workshop using prosections of the infratemporal fossa and retromandibular region. This workshop aimed to reduce learner stress and improve their knowledge of these anatomic areas.

Twenty-four first-year medical students, who were enrolled in a dissection-based anatomy course, participated in the 40-minute, instructor-facilitated workshop. Students completed a survey and a pre/postworkshop test to gauge perceived stress levels and knowledge retention. Mean values of the pre/postworshop tests were compared using a paired two-sample t test.

Workshop participation significantly improved student learning of head and neck anatomic subregions. Postworkshop knowledge scores were significantly higher than preworkshop scores (mean of 8.75 [95% CI, 8.12-9.38] vs. 4.79 [95% CI, 3.68-5.90]; p < .001). Additionally, in 75% of the survey answers, the learners reported mild or no stress during the workshop (36 of 48 total replies).

Our findings suggest that a prosection-centered, instructor-guided workshop is an effective and low-stress approach for teaching students complex head and neck anatomy. This workshop can serve as an alternative to, or enhancement of, student-conducted dissection of the area. Although originally designed for medical students, the approach may also benefit learners in other health professions.