Integrated Case-Based Learning Session for Breast and Upper Limb Anatomy.

Publisher: Association of American Medical Colleges Country of Publication: United States NLM ID: 101714390 Publication Model: eCollection Cited Medium: Internet ISSN: 2374-8265 (Electronic) Linking ISSN: 23748265 NLM ISO Abbreviation: MedEdPORTAL Subsets: MEDLINE

Original Publication: Washington, DC : Association of American Medical Colleges, [2005]-

Education, Medical, Undergraduate*/methods ; Curriculum* ; Students, Medical*/statistics & numerical data ; Problem-Based Learning*/methods ; Breast*/anatomy & histology ; Educational Measurement* ; Upper Extremity* ; Anatomy*/education; Humans ; Female ; Surveys and Questionnaires

Introduction: Medical students are frequently introduced to medical school curricula through anatomy coursework, which often includes histology and embryology content. As medical education has increasingly emphasized integration of content areas, use of activities such as case-based learning (CBL) sessions has grown. Little published work has demonstrated the effectiveness of CBL sessions in integrating anatomy, embryology, and histology on first-year medical students' ability to improve content mastery and adapt their study techniques.
Methods: We developed a CBL session that included anatomy, embryology, and histology content covering the upper extremity and breast pathology that was taught to incoming first-year medical students ( N = 51) during a prematriculation program in the summers of 2022 and 2023. The session involved completion of an individual pre- and postsession quiz; group completion of clinical cases involving image interpretation, matching exercises, and construction of diagrams, flowcharts, or tables; and a postsession survey with Likert-style and free-response questions about preparation and session effectiveness.
Results: Postsession quiz scores significantly improved ( p < .001). On the postsession survey (response rate: 59%), students commented that they enjoyed the real-life application and integration of the cases and that the sessions improved their understanding of the connections between content areas. Other comments demonstrated that students were evaluating and adapting their study approach in preparation for the sessions, often using techniques introduced and practiced in the sessions.
Discussion: CBL sessions can provide opportunities to incoming first-year medical students to practice, adapt, and evaluate study techniques while delivering integrated content.
(© 2024 Merritt et al.)

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Keywords: Anatomy; Case-Based Learning; Embryology; Gross Anatomy; Histology; Pathology; Study Strategies

Date Created: 20240513 Date Completed: 20240513 Latest Revision: 20240514

20240514

PMC11082076

10.15766/mep_2374-8265.11399

38736678