Anatomy Preparedness Correlates with Performance in a Professional Allied Health Anatomy Course
Authors: Fagalde Megan C. , McNulty Margaret A. 
Published: April 2020

Introduction

To our knowledge, no studies concerning anatomy preparedness among allied health students have been conducted. Undergraduate anatomy coursework often introduces students to the rigor of professional school and establishes a base upon which further clinical knowledge will be built. However, undergraduate anatomy courses are not universally available and if available, course content is highly variable. Therefore, the aim of this study was to evaluate the relationship between anatomy preparedness and performance in a professional anatomy curriculum among allied health students.

Methods

In an IRB‐approved study, occupational therapy (OT), physical therapy (PT), and physician assistant (PA) students enrolled in a dissection‐based anatomy course in 2018 and 2019 (n=247) were administered a 6‐question quiz using an online learning management system during the first week of the course. The quiz asked general anatomy questions (e.g. identifying the location of the heart, liver, etc.) in a multiple‐choice format. Overall results from this quiz were correlated with written and practical exam scores (n=4 each) throughout the professional curriculum. Students within these cohorts were surveyed after completion of the curriculum asking what information students wish they knew before starting the course. Students could select pre‐determined topics (e.g. medical terminology, bones, joints, etc.) or write in their own suggestions.

Results

Pre‐quiz scores significantly correlated with the first written exam scores (p=0.035), but not written exams 2, 3, or 4 scores (p=0.471, p=0.418, p=0.283 respectively). Pre‐quiz scores significantly correlated with the first practical exam scores (p=0.006) and trended with scores for the second practical exam (p=0.063), but did not significantly correlate with practical exam scores from exam 3 or 4 (p=0.849, p=0.239 respectively). We received 72 viable responses to the survey. Over half (54%) of students expressed interest in a review of the nervous system, such as the components of the central vs. peripheral nervous systems. The second most common topic was study techniques (40%), followed by basic neuroanatomy (39%). However, some responses differed based on the program in which the student was enrolled.

Conclusions

This study found that pre‐professional anatomy preparedness significantly correlates with performance early in a professional anatomy curriculum, but not throughout the duration. It is likely that following the first exam, students were able to identify and overcome weaknesses in anatomy knowledge and/or study techniques in order to succeed. However, these results provide an opportunity to identify students who may struggle early on and allow for directed guidance by instructors. Using the survey data, we will be able to generate videos targeting topic areas in which students felt underprepared, which appears to differ between the three programs. This will hopefully eliminate the gap in basic anatomy knowledge by providing students with a more solid anatomy foundation and aiding them in identifying weaknesses prior to the fist exam. By strengthening students’ foundational anatomy early on, we will be able to further ease their transition into professional school.