title: Human structure in six and one-half weeks: one approach to providing foundational anatomical competency in an era of compressed medical school anatomy curricula.
abstract: The University of Oklahoma College of Medicine reduced gross anatomy from a full semester, 130-hour course to a six and one-half week, 105-hour course as part of a new integrated systems-based pre-clinical curriculum. In addition to the reduction in contact hours, content from embryology, histology, and radiology were added into the course. The new curriculum incorporated best practices in the area of regular assessments, feedback, clinical application, multiple teaching modalities, and professionalism. A comparison of the components of the traditional and integrated curriculum, along with end of course evaluations and student performance revealed that the new curriculum was just as effective, if not more effective. This article also provides important lessons learned.
authors.affiliation: Department of Cell Biology, University of Oklahoma College of Medicine, Oklahoma City, Oklahoma.
authors.forename: Nancy
authors.initials: N
authors.lastname: Halliday
authors.forename: Daniel
authors.initials: D
authors.lastname: O'Donoghue
authors.forename: Kathryn E
authors.initials: KE
authors.lastname: Klump
authors.forename: Britta
authors.initials: B
authors.lastname: Thompson
mesh_terms: D000715:Anatomy / Q000193:education*; D002983:Clinical Competence; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D004522:Educational Status; D000068156:Formative Feedback; D006801:Humans; D007858:Learning; D009825:Oklahoma; D016730:Program Development; D015397:Program Evaluation; D012577:Schools, Medical; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*; D013997:Time Factors
keywords: anatomical sciences/medical education; anatomy teaching; assessment; clinical anatomy; curriculum; effectiveness of anatomy education; feedback; gross anatomy; test-enhanced learning; undergraduate medical education