Heise Natascha, Meyer Carolyn A, Garbe Brendan A, Hall Heather A, Clapp Tod R
Department of Biomedical Sciences, Colorado State University, Fort Collins, CO, USA.
College of Medicine, University of Florida, Gainesville, FL, USA.
J Med Educ Curric Dev. 2020 Jul 29;7:2382120520941822. doi: 10.1177/2382120520941822. eCollection 2020 Jan-Dec.
Using cadaveric instruction in a graduate-level anatomy course is an expensive and time-consuming undertaking. While this is a worthwhile endeavor, most first-year medical students and students in the health fields struggle with the independent, self-directed learning approach in the cadaveric laboratory, and going beyond rote memorization of the material. As such, effective assessment tools that maximize student learning in the cadaveric laboratory are critical, especially if no lecture component is present. Dissection quality often reflects student attention to detail and therefore may be tied to overall performance in the course. The aim of this study was to investigate the relationship between weekly table quizzes and the overall student outcomes in a graduate biomedical human dissection class as well as examining the benefits and implications of this approach. In this course, a uniquely structured weekly quiz assessed dissection quality and probed student understanding in human anatomy. Student data compiled from 5 years of dissection courses were analyzed to evaluate the relationship between performance in the weekly assessment and on the unit examinations. The results showed a statistically significant relationship between the weekly quizzes and the student examinations at the end of each dissection block in 2013, 2015, 2016, and 2017. The data suggest a potential correlation between performance on weekly quizzes and on unit examinations. The unique nature of the table quizzes provides the students with the opportunity to practice the retrieval of their knowledge, feel more guided throughout their dissection, and receive immediate feedback on their performance. This assessment tool also provides a way to predict student outcomes and an opportunity for early intervention to help at-risk students. The analysis of this research study contributes to the need for more data on the usage of assessment tools in a graduate human dissection class.
在研究生水平的解剖学课程中使用尸体教学是一项昂贵且耗时的工作。虽然这是一项有价值的努力，但大多数一年级医学生和健康领域的学生在尸体实验室中难以采用独立、自主的学习方法，也难以超越对材料的死记硬背。因此，能在尸体实验室中最大限度提高学生学习效果的有效评估工具至关重要，尤其是在没有讲座环节的情况下。解剖质量往往反映了学生对细节的关注，因此可能与课程的整体表现相关。本研究的目的是调查在研究生生物医学人体解剖课程中每周进行的桌上测验与学生总体成绩之间的关系，并研究这种方法的益处和影响。在这门课程中，一种结构独特的每周测验评估了解剖质量，并探究了学生对人体解剖学的理解。分析了从5年解剖课程中收集的学生数据，以评估每周评估成绩与单元考试成绩之间的关系。结果显示，在2013年、2015年、2016年和2017年，每次解剖单元结束时的每周测验成绩与学生考试成绩之间存在统计学上的显著关系。数据表明每周测验成绩与单元考试成绩之间可能存在相关性。桌上测验的独特性质为学生提供了练习知识检索的机会，在整个解剖过程中感觉得到了更多指导，并能立即获得关于其表现的反馈。这种评估工具还提供了一种预测学生成绩的方法，以及对有风险的学生进行早期干预的机会。这项研究的分析有助于表明需要更多关于研究生人体解剖课程中评估工具使用情况的数据。
