Article # 8
Characterizing the Successful Student in Virtual Gross Anatomy
Abstract
Context and Objectives
Article # 8
Characterizing the Successful Student in Virtual Gross Anatomy
Abstract
Authors :
Harrison Jacob Klein , Erika Allen , Sarah A . McCarthy
Institution :
Lake Erie College of Osteopathic Medicine
Corresponding Author Contact Information :
Sarah A . McCarthy Lake Erie College of Osteopathic Medicine 1858 West Grandview Blvd Erie , PA Email : smccarthy @ lecom . edu
DOI : https :// doi . org / 10.21252 / 35zy-y847
The coronavirus disease 2019 ( COVID-19 ) pandemic abruptly shifted the Lake Erie College of Osteopathic Medicine ’ s ( LECOM ) pre-clinical curriculum to a virtual format , including that of the anatomical sciences . As anatomy is so fundamental to clinical medicine , we sought to identify characteristics and behaviors influencing success in the 2020 virtual cohort of human gross anatomy . This data will inform student support in gross anatomy as the pandemic progresses and eventually resolves . First-year medical students at the Erie , Seton Hill , and Elmira campuses of LECOM were surveyed about personal wellbeing , academic habits , and examination preparation . Survey responses were compared to students ’ final cumulative gross anatomy grade , identifying contributors to success in the course . Final course grade increased with life satisfaction , support system strength , self-perceived merit , comfort admitting academic difficulties , and seeking appropriate academic assistance . Concentrating fully while studying , taking ten-minute study breaks , and self-generating test questions were also associated with increased final grade . Additionally , students completing undergraduate studies 0-2 years prior to matriculation performed significantly better than their peers . Cramming , fear of failure , test-tasking anxiety , study routine changes prior to examinations , poor adherence to study schedules , and studying in groups were associated with decreased course grade . Final grade also decreased when students reported difficulty identifying main ideas and understanding test questions . Interestingly , reporting an awareness of mental health resources at our institution was associated with decreased final course grade . Identification of these correlates to success will allow for proper support of our students in a virtual environment complicated by pandemic stressors .
Context and Objectives
Human gross anatomy is one of the first challenges posed to incoming medical students at the Lake Erie College of Osteopathic Medicine ( LECOM ). While traditionally a faceto-face lecture with complementary cadaveric dissection , the coronavirus disease 2019 ( COVID-19 ) diverted students to a virtual educational format . This diversion posed unique challenges to learning human gross anatomy , which relies heavily upon visuospatial reasoning ( Attardi et al ., 2022 ; Doubleday , O ’ Loughlin , and Doubleday , 2011 ; Evans and Pawlina , 2015 ; Evans and Pawlina , 2021 ). Though felt acutely at our institution , this radical shift was by no means