Influences of a Student‐Created Histology Book used in the Gross Anatomy Lab
Authors: Grant Kensley , Reynolds Amberly 
Published: May 2022

The goal of this research is to use the dynamic atmosphere of Gross Anatomy Lab to gauge learning outcomes when histology is integrated into active dissection and study. Integration will be achieved by giving students opportunity to engage with a novel resource provided during lab and online. This resource is a student created histology guidebook that presents differently than an ordinary resource. It is sectioned by system, lecture, and lab list, includes typed and handwritten labeled images, charts, mnemonics, tips from medical students, with careful consideration to brevity. There is also focus on information retrieval via reference links and self‐directed study questions without changes to curriculum framework. The inaugural class will serve as the control group where scores on the same questions will be compared between classes. A post‐course assessment will also be delivered at the end of course for 1st and 2nd year students to determine retention rates. At this point, we are not to the stage of collecting quantitative data, due to course completion, but do have qualitative data via student feedback. The objective is to determine if this novel resource integrated in Gross Anatomy Lab can provide students alternative ways to integrate knowledge. Additionally, we are interested in garnering whether this would provide objective benefit in understanding, applicability, and retention for medical students across coursework.

The guidebook was provided to students during Gross Anatomy Lab and online. Currently, we have gathered intriguing qualitative data, via student feedback forms, with evidence of positive outcomes noted below in the results section. Data collection will continue with quantitative data collection in the spring following course completion and future analysis will look at the following: efficacy of the resource, perceived benefits, and scores on post‐assessments.

Qualitative data supports our hypothesis that this novel resource would provide benefit to medical education. Our current results are based on qualitative feedback garnered from students and in course evaluation. Noted comments include, “helpful in reminding me to look at histology and match it to what I am dissecting” and “helps in focusing our time in lab while making us integrate the material.”

We believe that integration of Histology into Gross Anatomy Lab, during dissection, will provide positive learning outcomes, increased ability for students to correlate concepts with appropriate organ systems, and increase retention of knowledge. Integration of knowledge in medicine is vital to successful medical practice. By using a novel guidebook, created by a medical student that has successfully completed the course, understands how the information is presented, the gaps present, and the rigor of retention, could allow students the opportunity to not only have higher end course grades but also allow students to start creating these integrations far before medical practice. Future direction will include completing quantitative research in the Spring. Later, retention rates will be analyzed by comparing the current anatomy students’ knowledge to later students using standardized testing. There is also potential to work with other schools to determine if this specific resource works outside our institution. Depending on results, benefit for integration of other subjects with Gross Anatomy can also be studied, including integration of scientific foundations and clinical medicine.