Rigorous Curricular Innovation: Development, Integration, and Evaluation of Anatomic Clinical Correlations Module

OBJECTIVE: To develop an anatomy clinical correlations module utilizing modern instructional design techniques and theoretically structured student feedback for course improvements. DESIGN: A pre-experimental, single group post-test study. Eleven module sessions were structured using the 5-E instructional strategy (engage, explore, explain, elaborate, and evaluate). Learning impact was measured using Keller's ARCS framework (attention, relevance, confidence, and satisfaction) and narrative student feed-back was collected to inform case alterations. The course was repeated the following year with the inte-grated feedback and year-on-year comparisons were drawn. SETTING: Single-institution study at the University of Central Florida College of Medicine. PARTICIPANTS: Medical students currently enrolled in the first-year anatomy course. RESULTS: Year-on-year comparisons for AY18-19 (n = 78) and AY19-20 (n = 118) yielded statistically signif-icant improvements in attention (4.69-4.76, p = 0.01) and relevance (4.54 to 4.75, p < 0.001) with high total combined survey response rates (n = 196/238, 82.4%). Internal consistency was good for attention and strong for the following scales: total scale, relevance, confi-dence, and satisfaction. Narrative feedback referenced the importance of applied anatomy, clinical context and decision-making, the format of the sessions. CONCLUSIONS: We structured a series of anatomic clinical correlations using an evidence-based instructional strategy, assessed its impact, and improved on the course to optimize the motivation to learn anatomy. Systematic use of structured student feedback is important to ensure case difficulty is within the zone of proximal development. (C) 2021 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Automated summary

This study developed an anatomy clinical correlations module using modern instructional design techniques and structured student feedback to improve course. Results showed significant improvements in attention and relevance, indicating a positive impact of the instructional strategy.