Development of a Near Peer Clinical Anatomy Review Session during the Surgery Clerkship: Pre- and Post-Test Results among Third Year Medical Students

Abstract

Introduction. The amount of time teaching anatomy during medical school has decreased. Our aim was to design a review of anatomy relevant to general surgery to increase third-year medical students’ confidence identifying anatomical structures in the operating room.

Methods. A formalin-embalmed cadaver-based review of anatomy was created and taught in near-peer fashion to third-year medical students. An anonymous survey and anatomy test were administered to participants pre- and post-session. The survey and test were designed to evaluate anatomy knowledge as well as student confidence identifying structures in the operating room. Survey data were compared using the Wilcoxon signed rank test.

Results. Seventy third-year medical students completed the anatomy review. There was a statistically significant improvement in students’ confidence levels (p < 0.001) identifying structures in the operating room and in anatomy test scores (p < 0.001). Subjectively, students were thankful for the review session and found it helpful.

Conclusions. This near-peer review session designed at our institution was successful in improving immediate anatomy test scores and confidence levels identifying structures in the operating room.