Department of Biological Sciences, University of New England, Biddeford, Maine 04005, USA.
Anat Sci Educ. 2010 Jan-Feb;3(1):46-9. doi: 10.1002/ase.120.
Restrictive laboratory scheduling, an increasing number of human cadaver-based anatomy courses and a reduction in the curricular time allotted to anatomy courses have created problems with cadaver laboratory access at the University of New England. This article describes a combination of anatomy testing and grading strategies to allow "at risk" (borderline failing) students an opportunity to remediate their lowest set of examination scores and pass their anatomy course. An alternative electronic practical examination for these students provided flexibility in laboratory scheduling, thereby increasing laboratory access for other students taking concurrent courses. Specifically, the electronic examinations allowed for a reduction in the amount of time the cadaver laboratory is locked down for examination purposes. Masters-level occupational therapy (MOT) students, physician assistant students (MPA), and doctoral level physical therapy (DPT) students participated in a prosection-based human cadaver laboratory and take cadaver-based practical examinations as part of their anatomy course. Students who were not performing at a passing level for their curriculum (69.5% for MOT and MPA, 79.5% for DPT) were given an opportunity to remediate their lowest set of multiple choice and practical examinations using the previous year's multiple choice examination and a new electronic practical examination. When the original cadaver-based practical and multiple choice examination scores were replaced with the remedial electronic practical examination and remedial multiple choice examination scores, 75% (24/32) of these students were able to successfully remediate their academic deficiencies and pass their anatomy course.
在新英格兰大学，受实验室时间安排限制、人体解剖课程数量不断增加以及解剖课程总课时减少的影响，学生们获得解剖实验室的机会有限。本文介绍了一种将解剖测试和评分策略相结合的方法，为“处于危险中”（临界不及格）的学生提供了弥补最低分考试成绩并通过解剖课程的机会。为这些学生提供替代的电子实践考试，在实验室时间安排上具有灵活性，从而增加了同时修读其他课程的学生进入实验室的机会。具体来说，电子考试减少了因考试目的而锁定尸体实验室的时间。硕士水平的职业治疗（MOT）学生、医师助理学生（MPA）和博士水平的物理治疗（DPT）学生参加基于标本的人体尸体实验室，并参加基于尸体的实践考试，作为他们解剖课程的一部分。对于那些在课程中没有达到及格水平的学生（MOT 和 MPA 为 69.5%，DPT 为 79.5%），他们有机会通过上一年的多项选择题考试和新的电子实践考试来弥补他们最低的多项选择题和实践考试成绩。当原始基于尸体的实践和多项选择题考试成绩被补救性电子实践考试和补救性多项选择题考试成绩取代时，75%（24/32）的学生能够成功地弥补他们的学术缺陷并通过解剖课程。
