POSTER - #KU0010

Clinical anatomy mentorship program influence on OB/GYN anatomy knowledge: a pilot study

Abigail Hartmann, BA; Riley Mickelsen, BS; Parmida Shahiri, BS; Alice Campton, BA; Stephanie Amaya, MD; Rachel DiTeresi, MD
The University of Kansas School of Medicine

Background
• Recently, The University of Kansas School of Medicine re-structured their anatomy education as a result of the implementation of a new curriculum.
• Anatomy education during pre-clinical years has minimal focus on surgical manipulation. Thus, it can be challenging for medical students to feel prepared for the operating room during their surgical clerkships.
• To increase preparedness, near-peer teaching of a hysterectomy was instituted.

Research Questions
To analyze the impact of the inaugural clinical anatomy mentorship program on third year medical students’ gynecologic surgical anatomy knowledge.

Methods and Materials
A convenience sample of 19 third year medical students entering the OB/GYN clerkship underwent tutoring by fourth year students including a presentation and anatomy visualization on soft-embalmed cadavers and prosections. Students took pre- and post-mentoring quizzes. A two sample, two tail t-test was performed, as was a chi square analysis on passing rates defined as 65%.
(View poster)
Above: Mentors pointing out structures on prosection
Right: Third year medical students identifying structures on soft embalmed cadaver

Results
• 18 pre- and 19 post-quizzes were analyzed; 1 incomplete pre-quiz was excluded.
• Pre- and post-test averages were 62.96% (SD ±0.19%) and 68.00% (SD ±0.17%), respectively, t(35)= -0.7687, p=0.44.
• Nine students passed the pre-test and fifteen passed the post-test, 𝝌2 (1, N=37) =0.0984, p >0.50.
• 100% indicated the workshop was helpful.

Conclusion
• The new anatomy mentorship program did not result in a statistically significant increase in anatomy quiz scores. However, student perception of the workshop was extremely positive indicating it to be a useful educational tool.
• This study was limited by a small power, which may miss a statistically significant increase in quiz scores.
• Next steps include continuing to teach and obtain data in future clerkships to increase the power of the study.

Acknowledgements
We would like to thank Dr. George Enders for his guidance and support creating this project.