Bringing Anatomy Back

The paradigm shift from the longstanding “2+2” medical school model to a contemporary curriculum aimed at competencies in clinical reasoning and decision making has challenged medical educators to consider pedagogical and content reform. The integrated curriculum model is an attempt at reform. To date, the outcome of the paradigm shift is uncertain. From a curriculum development view, there is no shortage of desired curricular content; there are time restraints. With the advent of open sources and virtual technologies specific to anatomy, costs of operating human anatomy laboratories, and curricular demands for truncated time dedicated to anatomical foundation, our institution has implemented a variety of curricular and co‐curricular initiatives for multiple learners to engage with anatomy in active learning settings. Most of the initiatives take advantage of collaborative learning between learners from different disciplines and all emphasize the value of understanding cadaveric anatomy from a functional approach to focus on diagnostic reasoning. Examples of three successful curricular initiatives include: 1) Diagnostic imaging of our Silent Mentors. Diagnostic Imaging (DI) students who have completed a Human Anatomy course, prepare CT scans of Silent Mentors (cadaver donors) for students taking Human Anatomy courses in Occupational Therapy (OT), Pathology Assistant (PathA), Physical Therapy (PT), Physician Assistant (PA), and for 1 st year medical students in system blocks of the undergraduate medical education (UME) curriculum. The scans are used for horizontal and vertical integration of sectional anatomy. 2) PathA students who have completed a Human Anatomy course return to the lab to partner with 1 st year medical students on a 6‐month pathology project. 3) Students taking 4 th year electives in medical education or pathology have the option to return to the human anatomy laboratory. Examples of three successful co‐curricular initiatives include: 1) A series of interprofessional case‐based continuing medical education courses with a dissection component. Practicing clinicians and students from medicine, nursing, OT, PA, and PT review a patient case and share discipline‐specific perspectives. 2) IPE60. A peer learning strategy modeled after collegiate athlete “power hours”. Theme‐based series of one‐hour study groups of medical and PT students in the human anatomy lab. 3) Pipeline programs. Anatomy modules delivered by faculty and healthcare profession students interprofessionally or discipline‐specific to local high school and college students. Assessment of curricular initiatives support their utility of meeting learning objectives with a high degree of student satisfaction.