Tablet‐assisted objective structured spotter practical examination (TOSSPE): Advantages of an innovative anatomy spotter examination method for medical student assessment

Abstract

The affordances of technology‐based assessments, like the objectively structured practical examination, have become an integral part of gross anatomy courses. The Department of Anatomy Faculty of Medicine at the University of Warmia and Mazury developed and introduced an application for tablet devices which has been implemented in student examinations and assessments, called the tablet‐assisted objective structured spotter practical examination. It was created to simplify the educational process and to build a rich learning environment, facilitating deep learning for students through examination and feedback data. The method consists of cadaver stations with traditional corresponding pin spotters in an expanded tablet application. It not only provides instant feedback on various observations of teaching–learning skills but has also positively affected the entire process of education. The method provides an unbiased evaluation of knowledge and understanding of the anatomy course, ensuring objectivity and standardization. The current study was performed on a total of 608 first‐year medical students in Polish and English divisions and focused on the observed advantages since the new method was introduced. Outcomes indicate that after the implementation of the method for both the Polish and English divisions' first‐year medical students, the mean score of examinations significantly increased compared to other teaching–learning methods. The study highlights that students were excited about the implementation of the new method and identified its many benefits. It is recognized that technological development and the digital environment offer a range of opportunities and added value versus traditional assessment activities, methods, and processes.

Learning technology in health professions education: Realising an (un)imagined future

“…We categorised the included articles against the SAMR model in terms of the way learning technology was used in the educational process (see Appendices S1 and S2 for details). Various types of learning technologies were represented including technologies created specifically to support learning such as bespoke elearning modules, [21][22][23][24] virtual patients, 25-28 assessments [29][30][31][32][33][34][35][36][37][38][39][40] and mobile apps for learning. [41][42][43][44][45][46][47][48][49] Other technologies have been repurposed as learning technologies such as social media, 50,51 medical technologies-including digital microscopy, phonocardiography and digital X-rays, [52][53][54][55][56][57][58][59][60][61] and virtual and augmented reality.…”

Spot(ters) the difference: Bringing traditional anatomical examinations online

“…Numerous studies have mentioned that handwriting can be an issue in these exams, with examiners struggling to understand what has been written (Choudhury et al, 2016; Shaibah & van der Vleuten, 2013). In some cases, tablets have been introduced in a traditional spotter to eliminate this source of possible unfairness (Polak et al, 2021). Losing marks due to poor handwriting is not a test of anatomical understanding or knowledge and therefore in this specific case the online spotter can be seen as a more valid test than a traditional handwritten spotter.…”

Effects of tablet‐based drawing and paper‐based methods on medical students' learning of gross anatomy

“…This flexibility contributes to the fact that mobile learning improves the perceived efficiency of working in clinical learning environments in medical students 30 . In line with the new learning approaches, technology can not only be used for student learning but also for student assessment in anatomy classes 31 . More advanced technologies can also be used to learn anatomic content.…”

“…30 In line with the new learning approaches, technology can not only be used for student learning but also for student assessment in anatomy classes. 31 More advanced technologies can also be used to learn anatomic content. Augmented reality applications, such as those tested on medical students in two studies at LMU Munich, Germany, can be used in gross anatomy courses.…”