Work-based Surface Anatomy Teaching Model: A Contextualized Method for Promoting Learning Competencies in Medical...

Area of Science:

• Medical Education
• Anatomy
• Health Professions Education

Background:

• Surface anatomy is vital for clinical skills but often underemphasized in medical curricula.
• Empirical evidence supporting surface anatomy teaching effectiveness is limited.
• A Work-based Surface Anatomy Teaching (WSAT) model was developed based on scoping reviews.

Purpose of the Study:

• To introduce and evaluate the Work-based Surface Anatomy Teaching (WSAT) model.
• To compare the WSAT model's effectiveness against routine surface anatomy instruction.
• To assess impacts on knowledge retention, cognitive load, engagement, and competencies.

Main Methods:

• A randomized controlled trial with 27 participants was conducted.
• Expert ratings validated the WSAT model's content and validity.
• Pre- and post-assessments measured learning outcomes and cognitive load.

Main Results:

• The WSAT group showed significantly lower extraneous cognitive load.
• Intervention participants reported higher self-perceived learning and engagement.
• WSAT instruction led to superior acquisition of cognitive, psychomotor, and affective competencies.

Conclusions:

• The WSAT model demonstrates significant benefits for medical student learning and skill development.
• Further research is needed to explore WSAT's impact on learning behaviors and its broader applicability.
• Larger, multi-institutional trials are recommended to confirm feasibility and enhance medical education practices.