{'fraction_non_alphanumeric': 0.013850415512465374, 'fraction_numerical': 0.006463527239150508, 'mean_word_length': 5.265895953757226, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Evaluation of simultaneous teaching of extremities in gross anatomy program.

A gross anatomy program was designed to expose medical students to all areas of the body but shortened the dissection time on the extremities by having half the class dissect either the upper or lower extremity and then study the opposite extremity already dissected by other classmates. The program has been used for six years and was evaluated via an analysis of covariance by comparing the intramural examination performance on both the dissected and undissected extremities. There was no statistical difference in the students' performances regardless of the extremity dissected. The program was also evaluated externally by student performance on Part I of the examinations of the National Board of Medical Examiners. Students (n = 191) performed at the national average (69 percent) on all gross anatomy questions and on those questions pertaining to either extremity (66 percent). The program has efficiently utilized laboratory time with no measurable change in performance by six medical classes.