Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

Abstract

Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017–2018. Both assessment formats were undertaken online, but the formative mode used a team‐based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students’ performance in summative examinations; and (3) students’ opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students’ performance in anatomy practical and year‐end summative examinations of cohorts AY 2015–2016, AY 2016–2017 (summative format), and AY 2017–2018 (formative format). There were no significant differences in students’ performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team‐based learning style practical examination enhances students’ performance in summative examinations.

Development of a Virtual Three‐Dimensional Assessment Scenario for Anatomical Education

“…Another benefit is the ability to incorporate real time, embedded feedback that can be used in formative assessments. Real‐time feedback, as the central component of effective formative assessment, provides information about the existing gap between the actual and desired levels of knowledge (Al‐Kadri et al, 2012; Mogali et al, 2020). This in turn, is likely to contribute to students' deep approach to learning (Rushton, 2009).…”

Flipped spotters learning model: An innovative student activity‐based strategy. A preparation tool for anatomy practical examinations in medical education

“…It is often modified, but some elements must be preserved: the groups must be properly formed and maintained; students must be held responsible for individual efforts and teamwork, frequent and timely feedback must be given, and team tasks must be designed to promote team learning and development (Farland et al, 2013). Sharing of experiences, integration of current and past knowledge, and self‐responsibility can be very effective for students who are collaboratively assessed (Giuliodori et al, 2008; Sandahl, 2009; Wiggs, 2011; Mogali et al, 2020). The flipped spotters learning model also consisted of competitive team‐based learning and peer teaching.…”

“…Written examinations, such as tests with multiple choice questions, and objective structural practical examinations are commonly used to assess students' knowledge of anatomy (Inuwa et al, 2011b). Formative assessment supported by effectively and timely provided feedback can enhance the learning process and prepare students for summative assessment at the end of a course (Brookhart, 2001, 2009; Mogali et al, 2020). In addition, a combination of various types of formative and summative assessments has been shown to benefit medical students' learning and improve their level of knowledge (Juwah et al, 2004; Veloski et al, 2006; Celebi et al, 2009; Holmboe et al, 2010; Arja et al, 2018).…”

A validated instrument measuring students' perceptions on plastinated and three‐dimensional printed anatomy tools

“…However, these focused on providing feedback to the students on their learning. The feedback was provided by revealing the correct answers through active discussion with peers and content experts (Mogali et al, 2020). The Years 1 and 2 summative written assessments contained two integrated examination papers, and each consisted of 120 single best answer questions that represented most levels of the Blooms taxonomy.…”