Article # 9
Retention of Clinical versus Non- Clinical Anatomical Knowledge
Abstract
Article # 9
Retention of Clinical versus Non- Clinical Anatomical Knowledge
Abstract
Authors :
Rebecca Stoner , Edward Caruana , Isabel Stabile
Keywords :
Anatomy , Retention of Knowledge , Medical Education
Institution :
Rebecca Stoner North West London University
Edward Caruana Glenfield Hospital , Leicester
Isabel Stabile University of Malta
Corresponding Author Contact Information :
Isabel Stabile University of Malta Highest Qualification : FRCOG ., Ph . D . Telephone : + 356 99335044 Email : Isabel . stabile @ um . edu . mt
DOI : https :// doi . org / 10.21252 / nbn3-mb79
CONTEXT AND OBJECTIVES
Detailed anatomy is taught during the first two years of medical school at the University of Malta and is not revisited later . Neither is it primarily clinically contextualized . This project aimed to determine whether clinically applied anatomical knowledge is better retained by students .
METHODS
250 students in Years 1 to 5 submitted voluntarily to a written test , under examination conditions , comprising 100 anatomy questions which included a combination of non-clinical and applied clinical questions . Student scores were compared across different years using unpaired t test and ANOVA for statistical analysis .
RESULTS
Overall , the non-clinical anatomy test performance was best in Year 5 and worst in Year 2 ( 68 ± 14 vs 57 ± 16 %, p = 0.037 ). Year 1 students performed the worst in clinical anatomy questions ( 76 ± 12 vs 52 ± 15 , p < 0.0001 ) compared to students in all other years . Students in Years 1 and 2 performed better in non-clinical than applied clinical anatomy questions (+ 9 ± 10 %); Years 3 , 4 and 5 students scored equally in both ( 0 ± 9 %); Years 4 and 5 students responded more accurately to applied clinical questions ( -6 ± 6 %; p < 0.0001 ). Compared to Years 1 and 2 , thoracic and gastrointestinal anatomy scores improved in Years 3 onwards ( p < 0.0001 ).
DISCUSSION
Pre-clinical and clinical students performed better in non-clinical and applied clinical anatomy questions respectively , reflecting the better retention of clinically relevant anatomy . The finding that final year students performed better in applied clinical questions suggests that anatomical content taught in a clinical context can be better retained , in spite of minimal reinforcement over the years .
CONCLUSION
By the end of this medical programme , clinical anatomy knowledge is better retained than the non-clinical . Even if not vertically integrated , anatomy should be taught more in a clinical context to be better retained by future junior doctors .