727 Assessing the Impact of a Modern Teaching Approach on Retaining Clinically Relevant Anatomy for Vascular Surgery

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Abstract Aim Conventional anatomy teaching often separates surgical application from basic anatomy. This study aims to assess the impact of a novel teaching approach, involving near-peer anatomy teaching followed by surgeon-led surgical application, on acquisition and retention. Method A 2-hour online session on vascular anatomy and surgery was delivered in October 2024 as part of a CPD-accredited teaching series. A form comprising 8 Very-Short-Answer-Questions (VSAQs) was used to assess attendees’ vascular knowledge. Participants were asked to complete the form before the session (Form A), immediately post-session (Form B), and 4-weeks post-session (Form C). Scores were recorded to a maximum of 8.0. Results were analysed using SPSS v26. Repeated Measures ANOVA Test and Paired-Samples T-Tests were used. Results 233 participants from 23 countries took part in the study and filled at least one form. The mean score of Form A (5.42) was significantly different compared to the mean scores of forms B and C (6.68 and 6.72, respectively). The mean difference between forms A and B scores was +1.207 (95% CI 0.807-1.607, p=0.000), demonstrating effectiveness in acquisition of knowledge; and the mean difference between forms A and C scores was +1.524 (95% CI 0.714–2.333, p=0.001), demonstrating successful retention of knowledge. 90.1% of participants found that this approach made their understanding of anatomy easier, and 91.4% agreed that it should be incorporated in medical schools’ curricula. Conclusions This novel teaching model has been shown to effectively enhance both anatomical and surgical knowledge, while also supporting knowledge retention over time.

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