How about an anatomy elective? Making a case for utilizing spaced repetition and longitudinal integration of anatomy in medical curricula

Abstract

Background

Anatomy can be rapidly forgotten without repetition and retrieval. With an overall decrease in time allotment for teaching discrete subjects, longitudinal integration of anatomy throughout medical curricula is a more effective approach. This study sought to assess the efficacy of spaced repetition in an integrated anatomy elective.

Methods

An advanced anatomy elective course was designed for second-year medical students at one medical school. Spaced repetition was utilized to review gross and radiological anatomy. A total of 21 students participated in 2022 and 2023. Student reflections were collected via an online survey and focus group interviews. Qualitative data was thematically analyzed using an abductive coding scheme. Major themes and subthemes were identified via cross-case analyses.

Results

Survey results showed that 95% of students felt better prepared for USMLE Step 1 after taking this elective. Strongest aspects of the course were identified as: 1) reviewing anatomy in the context of medical imaging, 2) revisiting anatomy lab as teaching assistants, 3) reinforcing foundational and multidisciplinary basic science concepts using clinical case questions. Overall findings based on both phases of data analysis indicated that participation in the elective increased student confidence in preparation for Step 1 and helped solidify their understanding of foundational anatomical knowledge while also enhancing metacognition.

Conclusions

An anatomy elective course can serve as an efficient and effective step toward longitudinal integration of anatomy in undergraduate medical curricula. Future research is needed to assess the quantitative impact of this educational intervention on long-term learning and student performance on Step 1.