Increased clinical correlation in anatomy teaching enhances students' performance in the course and National Board subject examination.

The purpose of this study is to determine the effectiveness of increased clinical correlation teaching in a first year anatomy program and subsequent student performance on departmental and nationally standardized examinations. Basic science curricula in medical schools are increasingly being taught with clinical correlation in order to provide a >seamless transition' from preclinical-to-clinical years. The National Board examination for basic science is also increasingly clinically oriented and designed to test students problem solving and applied skills. Five-year period data of students course grades and standardized subject examination scores are compared statistically in this study. The results indicate that incorporation of clinical correlation teaching and more problem-focused assessment of student learning resulted in better performance on the standardized National Board anatomy examination. We suggest that such an approach can be easily adopted in other preclinical courses.