GW EMBERS Research Lab - Anatomical Knowledge Retention in Changing

Journal article

Alexa Lean, Juliet Lee, E. Goldman, Gisela Butera, Kirsten M Brown, R. Jurjus
The FASEB Journal, 2017

Cite

APA Click to copy
Lean, A., Lee, J., Goldman, E., Butera, G., Brown, K. M., & Jurjus, R. (2017). Anatomical Knowledge Retention in Changing Curricula. The FASEB Journal.

Chicago/Turabian Click to copy
Lean, Alexa, Juliet Lee, E. Goldman, Gisela Butera, Kirsten M Brown, and R. Jurjus. “Anatomical Knowledge Retention in Changing Curricula.” The FASEB Journal (2017).

MLA Click to copy
Lean, Alexa, et al. “Anatomical Knowledge Retention in Changing Curricula.” The FASEB Journal, 2017.

BibTeX Click to copy

@article{alexa2017a,
  title = {Anatomical Knowledge Retention in Changing Curricula},
  year = {2017},
  journal = {The FASEB Journal},
  author = {Lean, Alexa and Lee, Juliet and Goldman, E. and Butera, Gisela and Brown, Kirsten M and Jurjus, R.}
}

Abstract

Traditionally anatomy is one of the first subjects taught in medical school. Practicing physicians have commented on medical students' poor anatomical knowledge in surgically oriented clerkships. Literature also shows that correlating clinical and anatomical sciences throughout early medical education may improve anatomical knowledge retention. With major medical school curricular changes happening across the nation, more quantitative data confirming this correlation is needed.