Human Anatomy Resource Centre, Education Directorate, Faculty of Health and Life Science, University of Liverpool, Liverpool, UK.
School of Medicine, University of Sunderland, Sunderland, UK.
Clin Anat. 2024 Apr;37(3):284-293. doi: 10.1002/ca.24092. Epub 2023 Jul 6.
The COVID-19 pandemic caused a shift in anatomy education forcing institutions to find innovative ways to teach and assess online. This study details the development of an online spotter across multiple modules that allowed students to sit the examination at home whilst still maintaining the integrity of the assessment. The online spotter consisted of individual, Zoom calls between students and examiners whereby slides with images and questions were screen shared. To examine the viability of this spotter in non-lockdown scenarios several parameters were considered. Mean marks were compared to traditional versions and Pearson's r correlation coefficients were calculated between online and traditional spotters and between online spotters and overall performance in anatomy modules. A survey was carried out to determine the students' view of the assessment. Pearson's r was between 0.33 and 0.49 when comparing online spotters to the traditional format, and between 0.65 and 0.75 (p < 0.01) when compared to a calculated anatomy score. The survey indicated overall student satisfaction as 82.5% reported that it was a fair way to test their knowledge and 55% reported the same or lower levels of anxiety when compared to traditional spotters. However, there was nothing to indicate that the students preferred this format over laboratory-based spotters. These results indicate that this new exam format would be useful for small cohorts who are undertaking online or hybrid courses, or in circumstances when running a full spotter is too costly, and represents a fair and robust way to assess practical anatomical knowledge online.
COVID-19 大流行导致解剖学教育发生转变，迫使各机构寻找创新方法进行在线教学和评估。本研究详细介绍了一种在线监考系统的开发，该系统允许学生在家中参加考试，同时保持评估的完整性。在线监考系统由学生和考官之间的单独 Zoom 通话组成，其中幻灯片上的图像和问题被屏幕共享。为了检验这种监考系统在非封锁情况下的可行性，考虑了几个参数。比较了平均分数，并计算了在线监考与传统监考之间以及在线监考与解剖学模块总体表现之间的 Pearson r 相关系数。进行了一项调查，以确定学生对评估的看法。在线监考与传统形式之间的 Pearson r 值在 0.33 到 0.49 之间，与计算出的解剖学分数之间的 Pearson r 值在 0.65 到 0.75（p < 0.01）之间。调查表明，学生总体满意度为 82.5%，他们认为这是检验他们知识的公平方式，55%的学生报告与传统监考相比，焦虑程度相同或更低。然而，这并不能表明学生更喜欢这种形式而不是基于实验室的监考。这些结果表明，这种新的考试形式对于在线或混合课程的小群体或在进行全面监考成本过高的情况下非常有用，是一种公平而强大的在线评估实践解剖知识的方法。
