Beschreibung:
<jats:p>Anatomy is fundamental to clinical practice, a rite of passage in becoming a physician and key to professional identity formation. Curricular gaps in content and process combined with LCME requirements for self‐directed learning, clinical reasoning and problem‐solving prompted anatomy integration into the organ system blocks at the UNM School of Medicine. Previous reports document more positive attitudes and perceptions to teaching anatomy in context, as compared to an independent course. Yet, <jats:italic>the effects of teaching anatomy in and out of context on anatomical knowledge has not been assessed</jats:italic>. Although systems‐based teaching may prevent a coherent view of whole body anatomy, cognitive psychology calls for integration of new into existing knowledge (scaffolding) following the constructivist framework. We compared two medical student cohorts to determine if anatomy integration changes 1) mastery of and confidence with anatomical concepts, and 2) metacognitive awareness and professional identity. In a pre‐, post and follow up design, methods included content assessments, confidence probes, the Metacognitive Awareness Inventory, and attitude surveys informed by focus groups. Cohorts are of similar size, mean MCAT scores and study skills self report items. Results thus far show the cohorts performed comparably in pre‐instruction assessment. Data from the first cohort indicate differential gain in mastery of specific anatomical concepts. Anatomical knowledge is gained and retained. Confidence levels with anatomical concepts increased, but were not sustained at the same level. Results from surveys and focus groups highlight the impact of anatomy on learning, reflective practices and awareness of professional identity. Ongoing studies with the second cohort will reveal the impact of curricular reform on this baseline data.</jats:p><jats:p><jats:bold>Support or Funding Information</jats:bold></jats:p><jats:p>UNM Scholarship in Education Allocation Committee Grant</jats:p>