Beschreibung:
<jats:p>Anatomy is fundamental to clinical practice, is considered a rite of passage in becoming a physician and is key to professional identity formation. Curricular gaps in content and process combined with Liaison Committee on Medical Education requirements for self‐directed learning, clinical reasoning, and problem‐solving prompted dissolution of the anatomy course that began the medical curriculum at the University of New Mexico School of Medicine. The stand‐alone anatomy block that began the otherwise integrated curriculum was integrated into the existing organ system blocks to make room for new courses to address content gaps. Previous reports of anatomy integration document more positive attitudes and perceptions to teaching anatomy in context, as compared to an independent course. Our prospective study compared two medical student cohorts to determine the effects of teaching anatomy in (integrated) and out (stand‐alone) of context on the cognitive and affective domains of learning. In a pre, post and follow‐up design, methods included content assessments, confidence probes, and attitude surveys informed by focus groups. Results indicated that anatomical knowledge and student confidence was gained and mastered in both curricula. Initial acquisition of content was higher in the integrated curriculum, but not maintained. Students in the integrated curriculum displayed a different relationship to learning anatomy, appearing more concerned with their personal progression than with the connection of anatomy to medical practice or patient care. We also detected less agreement to statements related to working in teams, reflective practices and professional identity formation. These results were validated by extending our study to an additional cohort as well as previous cohorts using historical data. Impact of anatomy integration on longer term attitudinal changes and retention of content mastery was determined using data from the AAMC Y2Q survey and USMLE Step. Results may guide recommendations for targeted timely interventions to improve learning outcomes for students and patient care.</jats:p><jats:p><jats:bold>Support or Funding Information</jats:bold></jats:p><jats:p>This project was supported by funding from the University of New Mexico School of Medicine Scholarship in Education Allocation Committee (SEAC).</jats:p><jats:p>This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in <jats:italic>The FASEB Journal</jats:italic>.</jats:p>