Anatomy practical examinations: How does student performance on computerized evaluation compare with the traditional format?

Abstract

Practical examinations in anatomy are usually conducted on specimens in the anatomy laboratory (referred to here as the "traditional" method). Recently, we have started to administer similar examinations online using the quiz facility in Moodle™. In this study, we compare student scores between two assessment environments viz. online and traditional environments. We hypothesized that regardless of the examination medium (traditional or online) overall student performance would not be significantly different. For the online medium, radiological images, prosected specimens, and short video clips demonstrating muscle action were first acquired from resources used for teaching during anatomy practical classes. These were optimized for online viewing and then uploaded onto Moodle learning management software. With regards to the traditional format, actual specimens were usually laid out in a circular stream. Identification tags were then attached to specific spots on the specimens and questions asked regarding those identified spots. A cohort of students taking practical examinations in six courses was studied. The courses were divided into three pairs with each pair credit-weight matched. Each pair consisted of a course where the practical examination was conducted online and the other in the traditional format. There was no significant difference in the mean scores within each course pair. In addition, a significant positive correlation between score in traditional and online formats was found. We conclude that mean grades in anatomy practical examination conducted either online or in the traditional format were comparable. These findings should reassure teachers intending to use either format for their practical examinations.

Differences in Multiple Choice and Short Answer Questions Performance Among Medical and Dental Trainees as Reflected in Their Anatomy Course

“…Written examination format, where students respond using pen and paper, as well as use of electronic assessment method have been extensively studied [7]. In written examinations, students can either respond to question freely from what they have learnt in their own language, or transcribe from their textbooks referred to as free response format or chose their response from a list of options provided that is selected response format (SRF) [8].…”

Rethinking Anatomy: How to Overcome Challenges of Medical Education’s Evolution

“…The lack of cadaveric donations and the friability of cadaveric material with its constant usage encourage some departments to abandon its handling. 18,19 Also, there are difficulties in eliminating the risks associated with cadaver contacts (e.g. prion disease and toxicity of fixative products) and the psychological impact on learners may be problematic.…”

“…18,32 Accordingly, there are descriptions of fully computerassisted learning (CAL) online undergraduate Anatomy courses with different combinations of interactive laboratory component implementations, designed to provide both the content (slide shows, lecture broadcast (audio and video) and 3D anatomical models) and the needed support (live questions during lectures and face-to-face help from teachers). [33][34][35] With such a big scope of applications, CAL can be used as a learning tool -as a means to distribute the content, e.g.…”

“…[33][34][35] As seen, computerized environments have been applied in the assessment process in Anatomy Education. 18,36,37 Generally, Anatomy courses evaluate learners' identification of anatomical structures skills through the practical examination, the steeplechase, 18 which consists in a sequence of stations, displaying prosections, dissections and/or radiological images with pins pointing specific structures, and learners' anatomical core knowledge (anatomical basic knowledge, anatomical correlations, clinical applied anatomical knowledge) through theoretical examination. 38 The adaptation of these assessment formats to computer-based assessment (CBA) allows the simulation of traditional anatomy assessment modalities, such as steeplechase 18,36,37 and clinical vignettes.…”

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“…The resources and methods used by educators to approach and transmit content may reflect positively or negatively on the teaching and learning process. Therefore, innovative methods should be developed to facilitate knowledge comprehension by students 5,6…”