Fagalde Megan C, McNulty Margaret A
Department of Anatomy, Cell Biology, & Physiology, Indiana University School of Medicine, Indianapolis, Indiana, USA.
Anat Sci Educ. 2023 Mar;16(2):334-347. doi: 10.1002/ase.2220. Epub 2022 Sep 14.
Health professional students often struggle with anatomy coursework despite undergraduate coursework in anatomy. Educators must identify early on whether students may struggle in order to target remediation. The purpose of the study was to elucidate whether an assessment tool administered before the start of a professional anatomy course correlated with allied health students' course performance. Students over four years were given a quiz covering anatomy knowledge they were expected to know upon matriculation to their professional program. A supplemental data form was administered at the course's conclusion to identify prior anatomy experience and topics in which students felt deficient. Pre-quiz scores significantly correlated with examination performance throughout the course. Students reported feeling most deficient in neurobiology (54.9%) and anatomy terminology (39.1%). Videos were created to target these deficient knowledge areas; students who watched the videos did better in course assessments than those who did not. Most respondents (98.0%) recommended students take an undergraduate anatomy course prior to starting a health professional program. These results indicate that a quiz assessing anatomy knowledge among matriculating students may identify students with the potential to struggle in a professional anatomy course early on. Responses outlined areas in which students felt deficient, which allows educators to target topics early with intervention tools such as the review videos in this study. Finally, most respondents strongly recommended undergraduate coursework in anatomy prior to starting a professional health program, which outlines students' recognition that a solid foundation in anatomical knowledge is important to success in professional programs.
尽管接受过本科解剖学课程学习，但健康专业的学生在解剖学课程学习中仍常常遇到困难。教育工作者必须尽早确定学生是否可能遇到困难，以便进行针对性的补救。本研究的目的是阐明在专业解剖学课程开始前进行的一项评估工具是否与健康相关专业学生的课程成绩相关。在四年时间里，学生们接受了一次测验，测验内容涵盖了他们在进入专业课程时应掌握的解剖学知识。在课程结束时发放了一份补充数据表格，以确定学生之前的解剖学学习经历以及他们认为自己有欠缺的主题。测验前的成绩与整个课程的考试成绩显著相关。学生们表示，他们感觉自己在神经生物学（54.9%）和解剖学术语（39.1%）方面最为欠缺。针对这些知识欠缺领域制作了视频；观看视频的学生在课程评估中的表现优于未观看视频的学生。大多数受访者（98.0%）建议学生在开始健康专业课程之前先修一门本科解剖学课程。这些结果表明，一项评估入学学生解剖学知识的测验可能会尽早识别出在专业解剖学课程中可能遇到困难的学生。学生的回答概述了他们感觉有欠缺的领域，这使得教育工作者能够利用诸如本研究中的复习视频等干预工具尽早针对相关主题进行教学。最后，大多数受访者强烈建议在开始专业健康课程之前先修本科解剖学课程，这表明学生们认识到扎实的解剖学知识基础对专业课程的成功至关重要。
