Literature shows that cadaveric dissection is key to student performance in anatomy. This study investigates further variables, studying the relationship between prior anatomy experience and variability in performance across
multiple musculoskeletal (MSK) and cardiovascular/respiratory (CVResp) assessments among first-year medical
students. The goal of this study was to determine whether students with varying levels of anatomy experience exhibit differences in adaptability and method selection for learning. Data collected from student surveys included lab
group assignment, highest anatomy experience, confidence in anatomy, hours spent dissecting, review habits, and
use of specific study resources (e.g., textbooks, online resources, flashcards). This data was anonymously linked
with practical and written exam scores. A significant relationship between prior anatomy experience and variability
in exam performance was observed. Students with no prior experience or high school-level exposure tended to cluster closer to the center of the variability plot, indicating less variability in their performance. Conversely, students with undergraduate or graduate-level anatomy experience were further from the center, demonstrating higher adaptability and a tendency to select methods that optimize their learning outcomes. This suggests that prior experience enables students to better tailor their study strategies to their needs. The findings highlight the importance of anatomy preparation in fostering adaptability and effective learning among medical students. These results could inform
curriculum design by emphasizing adaptable learning strategies and support mechanisms for students with limited prior anatomy experience. Further research could explore additional factors influencing learning adaptability and their implications for medical education.
