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Final Program


Final Program

Administrative / Leadership / Education

1623 - Applied Clinical Learning in the Anatomy Lab: Upper and Lower Extremity Spasticity Anatomy and Injection Clinical Anchor

Thursday, February 19, 2026
5:00 PM - 6:30 PM AST

    Presenting Author(s)

  • MD

    M Scott Draper, DO

    Resident Physician
    University of Kansas
    Kansas City, Kansas, United States

    • Co-Author(s)

  • NR

    Namrata Raut, MD

    Physician
    The university of Kansas medical center
    Kansas city, Kansas, United States

  • SE

    Sarah Eickmeyer, MD

    Professor and Chair
    University of Kansas
    Overland Park, Kansas, United States

  • BG

    Braden Geddes, n/a

    Medical student
    Kansas City University
    Kansas city, Kansas, United States

    • Submitter(s)

  • MD

    M Scott Draper, DO

    The University of Kansas Medical Center
    Kansas City, Kansas, United States

Objectives: To integrate spasticity education into the undergraduate anatomy curriculum at the University of Kansas School of Medicine (KUSOM) and evaluate its impact on anatomical knowledge, clinical skill development, and student satisfaction.

Design: This interventional educational study embeds a clinical anchor session within existing cadaver-based anatomy labs. Using an experiential and multimodal framework, second-year medical students will complete pre-lab quizzes, view a brief lecture introducing spasticity and injection techniques, and perform upper and lower extremity muscle-targeting injections on traditionally embalmed cadavers using injectate dye. Faculty from Anatomy and Physical Medicine & Rehabilitation (PM&R) will guide small groups. Students will subsequently dissect to evaluate injection accuracy, followed by a structured debrief and post-lab quiz. Outcomes will be compared to a historical a cohort.

Results:

Primary outcomes include short-term knowledge gain (pre- vs. post-lab quiz scores), summative exam performance on Muscle and Movement (M&M) anatomy questions, and student satisfaction from End of Block reports. Statistical analyses will include paired t-tests. We anticipate significant improvements in quiz performance, summative exam scores, and student-reported satisfaction relative to historical controls. Post intervention data is currently being collected and analyzed.

Conclusions:

This project represents the first reported use of traditionally embalmed cadavers for spasticity injection training in undergraduate medical education. By combining experiential learning, case-based teaching, and cadaveric dissection, the curriculum enhances both anatomical understanding and clinically relevant procedural skills. Feasibility is supported by existing faculty and resources, while scalability is ensured through pre-recorded materials and cross-campus collaboration. If successful, this model may serve as a template for integrating clinically focused, hands-on modules into anatomy education at other institutions, better preparing students for multidisciplinary management of spasticity and related conditions.