The future of medicine is taking shape not in a university lecture hall, but in a lab where a high school student, guided by a medical student, holds a human brain for the very first time.
For many, anatomy brings to mind formaldehyde and frog dissections. But for a growing number of high school students, it has become a gateway to a future career in science. Across the country, university-led summer anatomy camps are transforming this foundational science from a subject learned in textbooks into a hands-on, immersive experience 1 . These programs are strategically designed to do more than just teach body parts; they aim to ignite a passion for STEM fields and address a critical need to inspire the next generation of healthcare professionals and scientists 2 . By giving teens a rare, early look into the world of medicine, these camps are building a vital pipeline for future talent in the health sciences.
Direct interaction with anatomical specimens and medical equipment
Guidance from medical students and faculty professionals
Access to university facilities and research environments
So, what exactly happens when a high school student walks into one of these programs? The experience is a world away from a typical classroom.
The core of these camps is the shift from passive learning to active exploration. At Stanford University's Clinical Anatomy Summer Program (CASP), students don't just hear about human anatomy; they attend lectures from medical school faculty, observe live surgical demonstrations, and participate in hands-on anatomy lab activities 1 2 . Similarly, the West Virginia School of Osteopathic Medicine's (WVSOM) Clinical Anatomy Summer Experience (C.A.S.E.) allows participants to spend significant time in the school's gross anatomy lab, offering a direct glimpse into medical education 9 .
These programs often simulate a condensed version of a medical student's experience. At the NSLC on Medicine & Health Care, held at campuses like Yale and Duke, students assume the role of a physician, practicing surgical skills and collaborating in teams to diagnose patients 7 . This immersive method helps demystify the path to a medical career and makes theoretical knowledge tangible.
For many, the most transformative component is the time spent in the gross anatomy lab. Universities like Marist have found that working directly with human donors offers insights "simply unmatched by any alternative learning method" 5 .
"I was scared of how I would feel upon pulling back the sheet... [but] I was flooded with curiosity and awe."
Initially daunting, this experience quickly builds confidence and curiosity. PA student Sabrina Velez recounted her first time in the lab: "I was scared of how I would feel upon pulling back the sheet... [but] I was flooded with curiosity and awe" 5 . This direct interaction fosters not only scientific knowledge but also the empathy needed for a career in healthcare. As Dr. Christina Fojas of Marist puts it, she wants students to leave with "hands-on knowledge, deepened respect for the human body, and the emotional maturity to carry that forward into their careers" 5 .
The effectiveness of these camps isn't accidental; it's rooted in proven educational theory. They leverage kinesthetic learning—the idea that physical activity enhances memory and understanding. The Human Anatomy and Physiology Society (HAPS) emphasizes that active, kinesthetic learning is crucial for grasping complex topics like neurophysiology 3 . By recording their own muscle signals or studying anatomical structures firsthand, students move the subject from abstract to concrete, leading to better retention and enthusiasm 3 .
Physical engagement with materials enhances memory formation and conceptual understanding through multi-sensory experiences.
Course-based Undergraduate Research Experiences engage students in authentic scientific discovery rather than following preset protocols.
Furthermore, these experiences often function as Course-based Undergraduate Research Experiences (CUREs). In a CURE, students don't just follow a preset lab manual; they engage in the actual process of discovery. A workshop from the ABLE conference, for example, involves participants generating hypotheses and testing the effects of various substances on the metabolic rates of broccoli seedlings . This mirrors real scientific research, teaching students not just what we know, but how we know it.
One standout experiment that exemplifies the hands-on approach of these programs is the "My heart will go on" lab, which uses Daphnia magna, a tiny water flea, to teach experimental design and cardiovascular physiology . Its transparent body allows students to see its heart beating directly under a microscope, providing an incredible window into a living organism's physiology.
This lab is typically run in two parts, introducing students to the full scientific process:
Students are first taught how to measure the natural heart rate of Daphnia under a microscope. The class pools its data, introducing concepts of natural variability and basic statistical analysis .
Students then design and conduct their own simple experiment. They might choose to test the effect of a chemical stimulant like caffeine, a depressant like ethanol, or a physical factor like temperature change on the heart rate .
In this lab, the results are immediate and visible. A student might observe that a drop of caffeine solution causes the heart rate to spike, while cold temperature slows it down.
| Experimental Condition | Average Heart Rate (beats per minute) | Percentage Change from Baseline |
|---|---|---|
| Baseline (Room Temp) | 180 | - |
| 5°C Temperature | 120 | -33.3% |
| 25°C Temperature | 220 | +22.2% |
| Caffeine Solution | 250 | +38.9% |
| Ethanol Solution | 140 | -22.2% |
The scientific importance lies in demonstrating core physiological principles. Students see firsthand how an external stimulus can dramatically alter a living organism's internal state, a concept that directly translates to human medicine and pharmacology. The experiment also teaches vital skills in scientific writing, as students learn to articulate their methods and results .
To bring experiments like the Daphnia lab to life, students get familiar with a suite of essential scientific tools. The table below details some key items and their functions in a camp or classroom setting.
| Item | Function & Scientific Explanation |
|---|---|
| Daphnia magna | A translucent freshwater crustacean. Its transparent body and visible, beating heart make it an ideal model organism for studying the effects of various stimuli on heart rate without invasive procedures . |
| Microscope | The primary tool for magnification. Allows students to observe minute anatomical structures, from the heart of a Daphnia to the details of cellular organization, that are invisible to the naked eye. |
| Human SpikerBox | An engaging tool that allows students to record their own physiological data, such as electromyography (EMG) signals from their muscles or electrocardiography (ECG) signals from their heart. This makes abstract concepts of neurophysiology and cardiovascular function tangible 3 . |
| Caffeine/Ethanol Solutions | Common chemical stimulants and depressants. Used in experiments to observe how drugs and external chemicals can directly affect physiological processes like heart rate and neural activity. |
| Vernier Carbon Dioxide & Oxygen Sensors | Sensors used to measure gas levels in real-time. In experiments, they can track the respiration and photosynthesis rates of plants, helping students understand metabolic processes . |
| Surgical Simulation Tools | Tools like suturing kits and laparoscopic trainers. These allow students to practice fine motor skills and get a feel for the technical demands of a surgical career in a low-stakes environment 7 . |
The ultimate goal of these camps extends far beyond a single summer. They are a powerful investment in the future STEM workforce.
For students, these experiences provide invaluable clarity. Ava Stover, a participant in WVSOM's C.A.S.E. camp, said that learning to use surgical instruments and spending time in the anatomy lab "gave me a feeling of 'I can do this.'" 9 . This boost in confidence can be the deciding factor for a student on the fence about pursuing a challenging STEM major.
"Learning to use surgical instruments and spending time in the anatomy lab gave me a feeling of 'I can do this.'"
Participation in a rigorous, university-level program is also a significant advantage in college admissions. These experiences provide compelling material for application essays, can lead to strong letters of recommendation from mentors, and demonstrate a proven commitment to scientific exploration 6 . As one Johns Hopkins pre-college student noted, the program helped "seal my interest in medicine" and provided a glimpse of life as a college student 4 .
For students inspired to seek out such an experience, here is a comparison of some representative programs:
| Program Name | Institution | Key Features | Duration & Cost |
|---|---|---|---|
| Clinical Anatomy Summer Program (CASP) 2 | Stanford University | In-person anatomy lectures, hands-on lab activities, surgical demonstrations. | Week-long; $4,000 (Non-residential) |
| Clinical Anatomy Summer Experience (C.A.S.E.) 9 | West Virginia School of Osteopathic Medicine | Hands-on clinical education in a gross anatomy lab. | Week-long; Free (Housing not included) |
| NSLC on Medicine & Health Care 7 | Various Universities (Duke, Yale, etc.) | Practice surgical skills, diagnose patients, hospital simulation center tours. | 9 days; ~$4,000-$4,400 (Residential) |
| Summer Science Academy 8 | Emory University | Lab activities and instruction led by medical and health professions students. | Day program (2-week sessions); $1,000 |
University-led summer anatomy camps are far more than just a productive way for teens to spend a vacation. They are a critical, hands-on intervention designed to spark curiosity, build confidence, and solidify career ambitions. By providing access to world-class facilities and passionate mentors, these programs break down the barriers between high school science and professional practice. They transform the image of a scientist or doctor from a distant figure in a white coat into a possible future self. In doing so, they don't just teach students about the human body—they help shape the minds that will one day heal it.
Igniting scientific interest through direct experience
Building self-assurance through hands-on achievement
Creating clear pathways to future STEM professions