Anatomy is fundamental to clinical practice, and is key to professional identity formation. Many US medical schools are integrating anatomy into an organ–based preclinical curricula. This curricular change could affect one or more of the three domains of learning: cognitive, affective and psychomotor, including learner preparation to work in teams.
Our previous study prospectively queried the effects of integrating anatomy into the existing organ-based curriculum at the University of New Mexico School of Medicine. Results showed that students with integrated anatomy initially increased content acquisition, but had similar mastery of anatomical concepts at the end of the first year of the pre-clinical curriculum. Interestingly, attitudinal differences towards anatomy dissection, working in teams, reflective practices and professional identity formation were seen between students in the two curricula.
The current study set out to test the hypothesis that the differences in attitudes would persist as students progressed through the pre-clinical curriculum. It also asked if additional changes in the affective domain could be detected that may impact content mastery and patient care.
Rosenberg, Martina; Gary A. Smith; and Rebecca Hartley. "Anatomy integration: Effective change or change of affect?." (2018). https://digitalrepository.unm.edu/hsc_ed_day/27