ArticleMedical science educator2025
Work-based Surface Anatomy Teaching Model: A Contextualized Method for Promoting Learning Competencies in Medical Curricula.
Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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5 authors.
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Abstract
Surface anatomy plays a crucial role in medical education, providing a foundation for the safe acquisition of physical examination and clinical skills among medical students. Despite its importance, surface anatomy education often receives insufficient emphasis in medical curricula, lacking robust empirical support for its effectiveness in higher education. This study addresses this gap by introducing a comprehensive Work-based Surface Anatomy Teaching (WSAT) model, shaped by insights from two scoping review findings. Rigorous expert ratings were employed to establish the model's content, response process, and internal validity. A small-scale randomized controlled trial involving 27 participants compared the WSAT instruction to routine surface anatomy instruction in a control group. Through pre- and post-teaching assessments, and follow-up sessions, the study measured knowledge retention, cognitive loads, learning engagement, and changes in learning competencies. Results revealed that the intervention group, receiving WSAT instruction, demonstrated significantly lower extraneous load, heightened self-perceived learning, and increased cognitive and physical engagement compared to the control group. Despite similar baseline surface competencies, the intervention group outperformed the control in acquiring cognitive, psychomotor, and affective competencies, as well as in retaining psychomotor skills and displaying professional behavior. While these findings are promising, future studies are necessary to assess the impact of WSAT instruction on student learning behaviors and organizational dynamics. A larger trial across multiple institutions will contribute valuable insights into the feasibility and applicability of the WSAT model in diverse demographic settings, ultimately enhancing medical education practices. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02385-w.
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