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At Indiana University School of Medicine (IUSM), a new curriculum was implemented in fall 2016. The year\u2010long human gross anatomy course taught in 2015 was condensed into an integrated, semester\u2010long course starting in 2016. Additionally, the grading scale shifted to pass\/fail. This study examined first\u2010year medical student performance on anatomy practical laboratory examinations\u2014specifically, among lower\u2010order (pure identification) questions and higher\u2010order (function, innervation) questions. Participants included medical students from a pre\u2010curricular reform cohort (year 2015, 34 students) and two post\u2010curricular reform cohorts (years 2016, 30 students and 2017, 33 students). A Kruskal\u2013Wallis ANOVA test was used to determine differences of these questions among the three cohorts. Additionally, 40 of the same lower\u2010order questions that were asked on gross anatomy laboratory examinations from medical student cohort year 2015 and year 2016 were further analyzed using an independent samples <jats:italic>t<\/jats:italic>\u2010test. Results demonstrated that the pre\u2010curricular reform cohort scored significantly higher on both lower\u2010order (median\u00a0=\u00a081, <jats:italic>p<\/jats:italic>\u2009&lt;\u20090.001) and higher\u2010order questions (median\u00a0=\u00a082.5, <jats:italic>p<\/jats:italic>\u2009&lt;\u20090.05) than both post\u2010curricular reform cohorts. Additionally, when reviewing the selected 40 similar questions, it was found that the pre\u2010curricular reform cohort averaged significantly higher (82.1\u2009\u00b1\u200916.1) than the post\u2010curricular reform cohort from 2016 (69.3\u2009\u00b1\u200921.8, <jats:italic>p<\/jats:italic>\u00a0=\u00a00.004). This study provides evidence about the impact of curricular reform on medical student anatomical knowledge.<\/jats:p>","DOI":"10.1002\/ase.2201","type":"journal-article","created":{"date-parts":[[2022,5,23]],"date-time":"2022-05-23T04:16:28Z","timestamp":1653279388000},"page":"47-56","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["The effect of curricular reform on gross anatomy laboratory examination performance: An institutional analysis"],"prefix":"10.1002","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5138-7351","authenticated-orcid":false,"given":"Melissa A.","family":"Taylor","sequence":"first","affiliation":[{"name":"Department of Anatomy and Neurobiology University of Tennessee Health Science Center  Memphis Tennessee USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Danielle M.","family":"Loder","sequence":"additional","affiliation":[{"name":"Department of Medical Sciences Indiana University School of Medicine  Bloomington Indiana USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Michael J.","family":"Herr","sequence":"additional","affiliation":[{"name":"Department of Anatomy and Neurobiology University of Tennessee Health Science Center  Memphis Tennessee USA"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Richard A.","family":"Nichols","sequence":"additional","affiliation":[{"name":"Department of Medical Sciences Indiana University School of Medicine  Bloomington Indiana USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2022,6,14]]},"reference":[{"key":"e_1_2_7_2_1","volume-title":"Medical School Admission Requirements\u2122 (MSAR\u00ae) for Applicants","author":"AAMC","year":"2022"},{"key":"e_1_2_7_3_1","first-page":"336","volume-title":"A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives","author":"Anderson L","year":"2001"},{"key":"e_1_2_7_4_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12909-019-1907-1"},{"key":"e_1_2_7_5_1","doi-asserted-by":"publisher","DOI":"10.1002\/ase.1584"},{"key":"e_1_2_7_6_1","doi-asserted-by":"publisher","DOI":"10.4103\/2229-516X.162281"},{"key":"e_1_2_7_7_1","doi-asserted-by":"publisher","DOI":"10.1097\/ACM.0b013e31819f6d78"},{"key":"e_1_2_7_8_1","first-page":"201","volume-title":"Taxonomy of Educational Objectives: The Classification of Educational Goals. 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