Leupold Mary, Topping Daniel, Cork R John, McGoey Robin, Rae Guenevere
Department of Structural and Cellular Biology, School of Medicine, Tulane University, New Orleans, Louisiana, USA.
Department of Department of Anatomy and Cell Biology, University of Florida, Gainesville, Florida, USA.
Clin Anat. 2025 Mar;38(2):216-221. doi: 10.1002/ca.24256. Epub 2024 Dec 22.
Pathology found during cadaveric dissection has been used to model integrative teaching methods for medical students at several institutions. Recent evidence has shown that pathology found during dissection can be used in the design of self-directed learning (SDL) activities with standards that are difficult to meet. This study presents a novel method for providing formative feedback, one of the most challenging aspects for LCME accreditation of SDL activities. Three practitioners (two board certified pathologists and one board certified family physician) reviewed and rated pathological findings during routine dissection by first year medical students in the gross anatomy laboratory in New Orleans, Louisiana. The students also rated the findings, and a comparative score was given that provided quick, individualized formative feedback with no additional faculty time burden. The inter-rater reliability (IRR) among the clinical expert panel (n = 3) was adequate (IRR = 0.85). The students' percentage agreement with the expert panel was just under 57%. There was no significant correlation between the score on the Gift formative feedback instrument (FFI) and the students' performances in their gross anatomy course (p > 0.05). This study describes a FFI that allows for the variety of clinical presentations in cadavers dissected in the gross anatomy laboratory, while protecting faculty time that would otherwise be used for scoring individuals in large cohorts of medical students. This instrument can be used to integrate pathology and gross anatomy and provide a practical way of implementing self-directed learning.
尸体解剖中发现的病理学内容已被用于为多所院校的医学生建立综合教学方法。最近的证据表明，解剖过程中发现的病理学可用于设计难以达到标准的自主学习（SDL）活动。本研究提出了一种提供形成性反馈的新方法，这是SDL活动在LCME认证中最具挑战性的方面之一。三名从业者（两名获得委员会认证的病理学家和一名获得委员会认证的家庭医生）对路易斯安那州新奥尔良市大体解剖实验室中一年级医学生在常规解剖过程中发现的病理结果进行了审查和评分。学生们也对这些发现进行了评分，并给出了一个比较分数，提供了快速、个性化的形成性反馈，且没有给教师增加额外的时间负担。临床专家小组（n = 3）之间的评分者间信度（IRR）足够（IRR = 0.85）。学生与专家小组的百分比一致性略低于57%。Gift形成性反馈工具（FFI）的得分与学生在大体解剖课程中的表现之间没有显著相关性（p > 0.05）。本研究描述了一种FFI，它能够涵盖大体解剖实验室中解剖尸体时出现的各种临床表现，同时节省了教师原本用于给大批医学生个体评分的时间。该工具可用于整合病理学和大体解剖学，并提供一种实施自主学习的实用方法。
