1
|
Padilla E, Moskalyk K, Palomo R, Richey K. The Design and Impact of a Hospital-Based Neurodiagnostic Training Program in Electroencephalography and Polysomnography Technology. Neurodiagn J 2024; 64:130-148. [PMID: 39115977 DOI: 10.1080/21646821.2024.2379073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2024] [Accepted: 07/08/2024] [Indexed: 08/10/2024]
Abstract
This paper reviews the evidence base for an in-hospital 12-month training program in neurodiagnostic technology utilizing two educational tracks: Electroencephalography (EEG) or Polysomnography (PSG), employing standardized didactic courses via the ASET - The Neurodiagnostic Society EEGCore Curriculum EEG 200-211 and the A-STEP online sleep self-study modules by the American Academy of Sleep Medicine (AASM). Specifically, we examine the purpose, strategy, and outcomes for the training program that was established in 2016 at Ann & Robert H. Lurie Children's Hospital of Chicago to support mission sustaining service lines. In addition, we report the results from a series of student course evaluations and an independent assessment of the program by ABRET Neurodiagnostic Credentialing and Accreditation through the application for programmatic recognition for EEG. Finally, we present a set of recommendations for organizations looking to develop a neurodiagnostic technology training program.
Collapse
Affiliation(s)
- Erik Padilla
- Neurodiagnostic Services, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois, USA
| | - Khrystyna Moskalyk
- Neurodiagnostic Services, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois, USA
| | - Regina Palomo
- Neurodiagnostic Services, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois, USA
| | - Karen Richey
- Neurodiagnostic Services, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, Illinois, USA
| |
Collapse
|
2
|
Indran IR, Paranthaman P, Gupta N, Mustafa N. Twelve tips to leverage AI for efficient and effective medical question generation: A guide for educators using Chat GPT. MEDICAL TEACHER 2024; 46:1021-1026. [PMID: 38146711 DOI: 10.1080/0142159x.2023.2294703] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/04/2023] [Accepted: 12/11/2023] [Indexed: 12/27/2023]
Abstract
BACKGROUND Crafting quality assessment questions in medical education is a crucial yet time-consuming, expertise-driven undertaking that calls for innovative solutions. Large language models (LLMs), such as ChatGPT (Chat Generative Pre-Trained Transformer), present a promising yet underexplored avenue for such innovations. AIMS This study explores the utility of ChatGPT to generate diverse, high-quality medical questions, focusing on multiple-choice questions (MCQs) as an illustrative example, to increase educator's productivity and enable self-directed learning for students. DESCRIPTION Leveraging 12 strategies, we demonstrate how ChatGPT can be effectively used to generate assessment questions aligned with Bloom's taxonomy and core knowledge domains while promoting best practices in assessment design. CONCLUSION Integrating LLM tools like ChatGPT into generating medical assessment questions like MCQs augments but does not replace human expertise. With continual instruction refinement, AI can produce high-standard questions. Yet, the onus of ensuring ultimate quality and accuracy remains with subject matter experts, affirming the irreplaceable value of human involvement in the artificial intelligence-driven education paradigm.
Collapse
Affiliation(s)
- Inthrani Raja Indran
- Department of Pharmacology, National University of Singapore, Yong Loo Lin School of Medicine, Singapore, Singapore
| | - Priya Paranthaman
- Department of Pharmacology, National University of Singapore, Yong Loo Lin School of Medicine, Singapore, Singapore
| | - Neelima Gupta
- Department of Pharmacology, National University of Singapore, Yong Loo Lin School of Medicine, Singapore, Singapore
| | - Nurulhuda Mustafa
- Department of Pharmacology, National University of Singapore, Yong Loo Lin School of Medicine, Singapore, Singapore
| |
Collapse
|
3
|
Thompson AR. A comparison of two learning approach inventories and their utility in predicting examination performance and study habits. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:164-170. [PMID: 38269405 DOI: 10.1152/advan.00227.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2023] [Revised: 01/04/2024] [Accepted: 01/23/2024] [Indexed: 01/26/2024]
Abstract
The revised two-factor Study Process Questionnaire and the Approaches and Study Skills Inventory for Students are two instruments commonly used to measure student learning approach. Although they are designed to measure similar constructs, it is unclear whether the metrics they provide differ in terms of their real-world classification of learning approach. The purpose of this study is to compare outcomes of these two inventories in a study population from an undergraduate (baccalaureate) human anatomy course. The three central goals of this study are to compare the inventories in terms of 1) how students are classified, 2) the relationship between examination performance, time spent studying, and learning approach, and 3) instrument reliability. Results demonstrate that student classifications of corresponding scales of each inventory are significantly correlated, suggesting they measure similar constructs. Although the inventories had similar reliability, neither was consistently strong in predicting examination performance or study habits. Overall, these results suggest that the two inventories are comparable in terms of how they measure learning approach, but the lack of correspondence between learning approach scores and measurement outcomes questions their validity as tools that can be used universally in classrooms.NEW & NOTEWORTHY Although learning approach inventories have been used extensively in education research, there has been no direct comparison of how student classification differs between instruments or how classification influences the interpretation of how learning approach impacts student performance. This is especially relevant in light of recent research questioning the validity of the Study Process Questionnaire (LoGiudice AB, Norman GR, Manzoor S, Monteiro S. Adv Health Sci Educ Theory Pract 28: 47-63, 2023; Johnson SN, Gallagher ED, Vagnozzi AM. PLoS One 16: e0250600, 2021).
Collapse
Affiliation(s)
- Andrew R Thompson
- Department of Medical Education, University of Cincinnati College of Medicine, Cincinnati, Ohio, United States
| |
Collapse
|
4
|
Cheung RCC, Yang J, Fang C, Leung MF, Bridges SM, Tipoe GL. Show them what they can't see! An evaluation of the use of customized 3D printed models in head and neck anatomy. ANATOMICAL SCIENCES EDUCATION 2024; 17:379-395. [PMID: 38095147 DOI: 10.1002/ase.2361] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Revised: 07/21/2023] [Accepted: 11/13/2023] [Indexed: 12/22/2023]
Abstract
Difficulty in visualizing anatomical structures has been identified as a challenge in anatomy learning and the emergence of three-dimensional printed models (3DPMs) offers a potential solution. This study evaluated the effectiveness of 3DPMs for learning the arterial supply of the head and neck region. One hundred eighty-four undergraduate medical students were randomly assigned to one of four learning modalities including wet specimen, digital model, 3DPM, and textbook image. Posttest scores indicated that all four modalities supported participants' knowledge acquisition, most significantly in the wet specimen group. While the participants rated 3DPMs lower for helping correct identification of structures than wet specimens, they praised 3DPMs for their ability to demonstrate topographical relationships between the arterial supply and adjacent structures. The data further suggested that the biggest limitation of the 3DPMs was their simplicity, thus making it more difficult for users to recognize the equivalent structures on the wet specimens. It was concluded that future designs of 3DPMs will need to consider the balance between the ease of visualization of anatomical structures and the degree of complexity required for successful transfer of learning. Overall, this study presented some conflicting evidence of the favorable outcomes of 3DPMs reported in other similar studies. While effective for anatomy learning as a standalone modality, educators must identify the position 3DPM models hold relative to other modalities in the continuum of undergraduate anatomy education in order to maximize their advantages for students.
Collapse
Affiliation(s)
| | - Jian Yang
- School of Biomedical Sciences, LKS Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Christian Fang
- Department of Orthopaedics and Traumatology, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Man Fai Leung
- Department of Orthopaedics and Traumatology, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Hong Kong
| | - Susan M Bridges
- Centre for the Enhancement of Teaching and Learning, Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong
| | - George L Tipoe
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, the University of Hong Kong, Hong Kong, Hong Kong
| |
Collapse
|
5
|
Brumpt E, Bertin E, Gabrion X, Coussens C, Tatu L, Louvrier A. Are 3D-printed anatomical models of the ear effective for teaching anatomy? A comparative pilot study versus cadaveric models. Surg Radiol Anat 2024; 46:103-115. [PMID: 38231228 DOI: 10.1007/s00276-023-03276-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2023] [Accepted: 11/27/2023] [Indexed: 01/18/2024]
Abstract
PURPOSE Despite the combination of chalkboard lectures and cadaveric models, the ear remains a complex anatomical structure that is difficult for medical students to grasp. The aim of this study was to evaluate the contribution of a 3D-printed ear model for educating undergraduate medical students by comparing it with a conventional cadaveric model. METHODS Models of the ear comprising the outer ear, tympanic membrane, ossicles and inner ear were modeled and then 3D-printed at 6:1 and 10:1 scales based on cadaveric dissection and CT, cone-beam CT and micro/nano CT scans. Cadaveric models included two partially dissected dry temporal bones and ossicles. Twenty-four 3rd year medical students were given separate access to cadaveric models (n = 12) or 3D-printed models (n = 12). A pre-test and two post-tests were carried out to assess knowledge (n = 24). A satisfaction questionnaire focusing solely on the 3D-printed model, comprising 17 items assessed on a 5-point Likert scale, was completed by all study participants. A 5-point Likert scale questionnaire comprising four items (realism, color, quality and satisfaction with the 3D-printed ear model) was given to three expert anatomy Professors. RESULTS The test scores on the first post-test were higher for the students who had used the 3D-printed models (p < 0.05). Overall satisfaction among the students and the experts was very high, averaging 4.7 on a 5-point Likert-type satisfaction scale. CONCLUSION This study highlights the overall pedagogical value of a 3D-printed model for learning ear anatomy.
Collapse
Affiliation(s)
- Eléonore Brumpt
- Département d'Anatomie, University Franche-Comté, UFRSanté, 19 Rue Ambroise-Paré CS 71806, 25000, Besançon, France.
- Radiologie, CHU Besançon, 25000, Besançon, France.
- Laboratoire Nano MédecineImagerieThérapeutique, University Franche-Comté, EA 4662, 25000, Besançon, France.
| | - Eugénie Bertin
- Département d'Anatomie, University Franche-Comté, UFRSanté, 19 Rue Ambroise-Paré CS 71806, 25000, Besançon, France
- Chirurgie Maxillo-FacialeStomatologie et Odontologie Hospitalière, CHU Besançon, 25000, Besançon, France
| | - Xavier Gabrion
- Département de Mécanique Appliquée, University Franche-Comté, FEMTO-ST, CNRS/UFC/ENSMM/UTBM, 25000, Besançon, France
| | - Camille Coussens
- Plateforme I3DM (Impression 3D Médicale), CHU Besançon, 25000, Besançon, France
| | - Laurent Tatu
- Département d'Anatomie, University Franche-Comté, UFRSanté, 19 Rue Ambroise-Paré CS 71806, 25000, Besançon, France
- Neurologie, CHU Besançon, 25000, Besançon, France
- Laboratoire de Neurosciences Intégratives et Cliniques, University Franche-Comté, EA 481, 25000, Besançon, France
| | - Aurélien Louvrier
- Laboratoire Nano MédecineImagerieThérapeutique, University Franche-Comté, EA 4662, 25000, Besançon, France
- Chirurgie Maxillo-FacialeStomatologie et Odontologie Hospitalière, CHU Besançon, 25000, Besançon, France
- Plateforme I3DM (Impression 3D Médicale), CHU Besançon, 25000, Besançon, France
| |
Collapse
|
6
|
Anderson H, Weil JA, Tucker RP, Gross DS. Impact of gross anatomy laboratory on student written examination performance: A 3-year study of a large-enrollment undergraduate anatomy course. ANATOMICAL SCIENCES EDUCATION 2024; 17:114-127. [PMID: 37602570 DOI: 10.1002/ase.2327] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2023] [Revised: 06/25/2023] [Accepted: 07/28/2023] [Indexed: 08/22/2023]
Abstract
The efficacy of the various pedagogies that are used in human anatomy laboratories has been extensively debated. Nevertheless, an important question remains relatively unexamined-how the learning experience in the anatomy laboratory impacts students' mastery and application of anatomical knowledge beyond the laboratory setting. In this study, the effect of a prosection-based anatomy laboratory on overall comprehension and mastery of anatomical knowledge was evaluated in an upper division undergraduate anatomy curriculum that consists of a mandatory lecture course and an optional laboratory course. This flexible curricular structure permitted assessing the merit of laboratory learning on the written examination performance of the lecture course. In 2019 and 2022, the anatomy laboratory was taught in-person using prosections, while in 2021 due to the Covid-19 pandemic related regulations, it was taught remotely with live-streaming of prosections using document cameras. In both in-person and remote instructive formats, written examination scores of the lecture course were compared between two cohorts of students: Those enrolled in lecture only and those enrolled in both lecture and laboratory. Results showed that the cohort enrolled in both lecture and laboratory courses consistently outperformed the lecture-only cohort by one full letter grade. Furthermore, when the degrees of improvement on written examination scores were compared between the two instructive formats, in-person laboratory had a greater increase compared to remote laboratory. Altogether this study demonstrates that the prosection-based anatomy laboratory enhances students' mastery of anatomical knowledge beyond the laboratory setting by promoting comprehension of spatial relationships of anatomical structures.
Collapse
Affiliation(s)
- Hana Anderson
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
- Department of Internal Medicine, University of California, Davis, Davis, California, USA
| | - Jennifer A Weil
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
- School of Health Professions, Eastern Virginia Medical School, Norfolk, Virginia, USA
| | - Richard P Tucker
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
| | - Douglas S Gross
- Department of Cell Biology and Human Anatomy, University of California, Davis, Davis, California, USA
| |
Collapse
|
7
|
Crowther GJ, Sankar U, Knight LS, Myers DL, Patton KT, Jenkins LD, Knight TA. Chatbot responses suggest that hypothetical biology questions are harder than realistic ones. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00153-23. [PMID: 38107990 PMCID: PMC10720523 DOI: 10.1128/jmbe.00153-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Accepted: 10/02/2023] [Indexed: 12/19/2023]
Abstract
The biology education literature includes compelling assertions that unfamiliar problems are especially useful for revealing students' true understanding of biology. However, there is only limited evidence that such novel problems have different cognitive requirements than more familiar problems. Here, we sought additional evidence by using chatbots based on large language models as models of biology students. For human physiology and cell biology, we developed sets of realistic and hypothetical problems matched to the same lesson learning objectives (LLOs). Problems were considered hypothetical if (i) known biological entities (molecules and organs) were given atypical or counterfactual properties (redefinition) or (ii) fictitious biological entities were introduced (invention). Several chatbots scored significantly worse on hypothetical problems than on realistic problems, with scores declining by an average of 13%. Among hypothetical questions, redefinition questions appeared especially difficult, with many chatbots scoring as if guessing randomly. These results suggest that, for a given LLO, hypothetical problems may have different cognitive demands than realistic problems and may more accurately reveal students' ability to apply biology core concepts to diverse contexts. The Test Question Templates (TQT) framework, which explicitly connects LLOs with examples of assessment questions, can help educators generate problems that are challenging (due to their novelty), yet fair (due to their alignment with pre-specified LLOs). Finally, ChatGPT's rapid improvement toward expert-level answers suggests that future educators cannot reasonably expect to ignore or outwit chatbots but must do what we can to make assessments fair and equitable.
Collapse
Affiliation(s)
- Gregory J. Crowther
- Life Sciences Department, Everett Community College, Everett, Washington, USA
| | - Usha Sankar
- Department of Biological Sciences, Fordham University, Bronx, New York, USA
| | - Leena S. Knight
- Biology Department, Whitman College, Walla Walla, Washington, USA
| | - Deborah L. Myers
- Life Sciences Department, Everett Community College, Everett, Washington, USA
| | - Kevin T. Patton
- Biology Department, St. Charles Community College, Cottleville, Missouri, USA
| | - Lekelia D. Jenkins
- School for the Future of Innovation in Society, Arizona State University, Tempe, Arizona, USA
| | - Thomas A. Knight
- Biology Department, Whitman College, Walla Walla, Washington, USA
| |
Collapse
|
8
|
Grachan JJ, Marek M, Cray J, Quinn MM. Effects of using superheroes in an undergraduate human anatomy curriculum. ANATOMICAL SCIENCES EDUCATION 2023; 16:1079-1088. [PMID: 37356088 DOI: 10.1002/ase.2312] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Revised: 06/09/2023] [Accepted: 06/12/2023] [Indexed: 06/27/2023]
Abstract
Students often find human anatomy courses to be difficult due to the large amount of content covered at a fast pace, which can result in students failing to retain pertinent information. Superheroes are at the forefront of today's popular culture, with many students identifying with specific characters. Utilizing aspects of students' lives, or their agency, that they can resonate with in the classroom, such as their interests in superheroes or personal connections to fictional characters, may help drive students' motivation to learn course content. This study investigated if the use of superheroes in an anatomy curriculum helped undergraduate students learn, apply, and improve their anatomical knowledge. Two courses at The Ohio State University-Columbus Campus, one with a superhero-based curriculum and one with a traditional anatomy curriculum were compared over three semesters using quizzes and survey data. Results from this project found that the use of superheroes/pop culture in anatomy education is an effective way to teach content. The study also showed that most students found the use of superheroes increased their motivation to learn, helped them gain a deeper understanding of the material, and helped them find the content more approachable and enjoyable. In summary, anatomy curricula can still be taught and explained through these creative and "marvel"-ous examples as it can help students connect the material to their own agency and drive motivation to learn.
Collapse
Affiliation(s)
- Jeremy J Grachan
- Department of Medicine, Rutgers New Jersey Medical School, Newark, New Jersey, USA
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio, USA
| | - Mason Marek
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio, USA
| | - James Cray
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio, USA
- Division of Biosciences, College of Dentistry, The Ohio State University, Columbus, Ohio, USA
| | - Melissa M Quinn
- Division of Anatomy, Department of Biomedical Education and Anatomy, College of Medicine, The Ohio State University, Columbus, Ohio, USA
| |
Collapse
|
9
|
Thompson AR, Lake LPO. Relationship between learning approach, Bloom's taxonomy, and student performance in an undergraduate Human Anatomy course. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2023; 28:1115-1130. [PMID: 36729194 PMCID: PMC9893178 DOI: 10.1007/s10459-023-10208-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Accepted: 01/15/2023] [Indexed: 06/18/2023]
Abstract
Researchers have long been interested in understanding how different learning approaches impact learning outcomes. Learning approaches are often conceptualized as a dichotomy of superficial and deep, and learning outcomes are typically viewed on a cognitive scale that ranges from lower- to higher-order. While there appears to be an inherent relationship between learning approach and outcomes where superficial approaches lead to lower-order learning and deep approaches result in higher-order learning, this concept is not well documented. The purpose of this study is to better understand this relationship by evaluating whether student performance on higher- and lower-order examination questions is influenced by the approach a student takes when studying. To investigate this, survey and examination data were collected from an upper-level undergraduate Human Anatomy course at the University of Cincinnati. Results indicate that, on average, students in the course favored a deep approach to learning. The impact that learning approach had on examination performance was investigated using a series of analytical approaches, which revealed that students who took a deep approach to learning performed marginally better on both higher- and lower-order examination questions in lecture and practical examination settings. These results are contextualized within the literature, which highlights the need for more research surrounding the interrelatedness and dependency of categories within both learning approaches and cognitive levels.
Collapse
Affiliation(s)
- Andrew R Thompson
- Department of Medical Education, University of Cincinnati College of Medicine, 231 Albert Sabin Way, ML 0667, Cincinnati, OH, 45267, USA.
| | - Logan P O Lake
- Department of Medical Education, University of Cincinnati College of Medicine, 231 Albert Sabin Way, ML 0667, Cincinnati, OH, 45267, USA
| |
Collapse
|
10
|
Kingston AK, Garofalo EM, Cardoza K, Fisher RE. Designing formative assessments to improve anatomy exam performance. ANATOMICAL SCIENCES EDUCATION 2023; 16:989-1003. [PMID: 37016440 DOI: 10.1002/ase.2279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Revised: 03/23/2023] [Accepted: 03/31/2023] [Indexed: 06/19/2023]
Abstract
Formative assessments are primarily used as a tool to gauge learning throughout an anatomy course. They have also been demonstrated to improve student mastery and exam performance, although the precise nature of this relationship is poorly understood. In this study, it is hypothesized that formative assessment questions targeting higher cognitive levels, integrating topics from multiple lessons, and including visuospatial elements will increase student exam performance. Formative and summative questions provided to students during the Clinical Anatomy block at the University of Arizona College of Medicine-Phoenix between 2015 and 2018 were assessed for cognitive level, integration of targeted learning objectives, and presence or absence of visuospatial elements. These variables were entered into a hierarchical linear model along with demographic variables for each cohort to assess the relationships between these variables and cohort performance on exam questions. The best predictor of exam performance was the inclusion of constituent learning objectives within the formative assessment. Additionally, students performed better on exam questions with visuospatial elements when the targeted learning objectives were also associated with visuospatial elements on the formative assessment. Surprisingly, the cognitive level of formative questions and the integration of learning objectives within them were not correlated with student exam performance. This study demonstrates the importance of including a broad range of topics in formative assessments and highlights a potential benefit of adopting consistent question formats for formative assessments and exams.
Collapse
Affiliation(s)
- Amanda K Kingston
- Division of Anatomical Sciences, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Evan M Garofalo
- Department of Basic Medical Sciences, University of Arizona College of Medicine-Phoenix, Phoenix, Arizona, USA
| | - Kristinmae Cardoza
- Clinical Skills and Assessment, University of Arizona College of Medicine-Phoenix, Phoenix, Arizona, USA
| | - Rebecca E Fisher
- Department of Basic Medical Sciences, University of Arizona College of Medicine-Phoenix, Phoenix, Arizona, USA
- School of Life Sciences, Arizona State University, Tempe, Arizona, USA
| |
Collapse
|
11
|
Crowther GJ, Knight TA. Using Test Question Templates to teach physiology core concepts. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:202-214. [PMID: 36701495 PMCID: PMC10026985 DOI: 10.1152/advan.00024.2022] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 12/21/2022] [Accepted: 01/24/2023] [Indexed: 06/16/2023]
Abstract
The past ∼15 years have seen increasing interest in defining disciplinary core concepts. Within the field of physiology, Michael, McFarland, Modell, and colleagues have published studies that defined physiology core concepts and have elaborated many of these as detailed conceptual frameworks. With such helpful definitions now in place, attention is turning to the related issue of how to maximize student understanding of the core concepts by linking these "big ideas" to concrete student-facing resources for active learning and assessment. Our practitioner-based view begins with the recognition that in many if not most undergraduate physiology courses assessment drives learning. We have therefore linked published conceptual frameworks to Test Question Templates (TQTs), whose structure promotes transparent assessments as well as the active learning needed to prepare for such assessments. We provide examples of conceptual framework-linked TQTs for the physiology core concepts of Homeostasis, Flow Down Gradients, the Cell Membrane, and Cell-Cell Communication. We argue that this deployment of TQTs has at least two distinct benefits for the teaching and learning of core concepts. First, documenting the connections between conceptual frameworks and TQTs may clarify coverage and assessment of the core concepts for both instructors and students. Second, misconceptions about core concepts may be directly targeted and dispelled via thoughtful construction, arrangement, and iteration of TQTs. We propose that the TQT framework or similar approaches may be applied fruitfully to any sufficiently articulated physiology core concept for high school, undergraduate, or graduate students.NEW & NOTEWORTHY Our students often focus on the grades they need to advance through academic programs. How can instructors harness this understandable interest in grades to help students gain a true understanding of core concepts? The new framework of Test Question Templates (TQTs) shows promise in linking student priorities like test scores to instructor priorities like core concepts.
Collapse
Affiliation(s)
- Gregory J Crowther
- Life Sciences Department, Everett Community College, Everett, Washington, United States
- Division of Biological Sciences, University of Washington Bothell, Bothell, Washington, United States
| | - Thomas A Knight
- Department of Biology, Whitman College, Walla Walla, Washington, United States
| |
Collapse
|
12
|
de la Peña I, Knecht K, Gavaza P. Effectiveness of an analogy-containing video project to reinforce pharmacy students' learning of kidney physiology. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:615-623. [PMID: 37355386 DOI: 10.1016/j.cptl.2023.06.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2022] [Revised: 05/08/2023] [Accepted: 06/15/2023] [Indexed: 06/26/2023]
Abstract
BACKGROUND AND PURPOSE Kidney physiology is one of the most difficult topics covered in health professions education. This study examined the effectiveness of an analogy-containing video project to reinforce pharmacy students' knowledge of kidney physiology. EDUCATIONAL ACTIVITY AND SETTING Students were assigned in groups to create a video that used analogy to explain kidney physiology processes. Survey responses, a rubric, and an objective test were used to assess the project's effectiveness. FINDINGS Students generated various analogies, such as making tea or coffee, cars and roads, and the college application process to explain kidney physiology. Most of the submitted videos successfully met all criteria in the rubric. All students believed that the project was effective, to varying degrees, in reinforcing their knowledge. Weak to moderate positive correlations were found between time spent on the project and perceived effectiveness of use of analogy to accomplish most of the learning objectives investigated. Students reported that the project engaged both lower- and higher-order cognitive skills. Quiz score analysis showed higher average scores of students on physiology-related questions compared to non-physiology items. Notably, this improvement was most marked for bottom-performing students. About 60% of students recommended the use of videos as a class assignment, but only 50% believed that they should be used as an alternative to quizzes. SUMMARY An analogy-containing video project effectively reinforced student learning of kidney physiology. Further studies are needed to verify the effectiveness of this technique compared to other didactic and learning approaches.
Collapse
Affiliation(s)
- Ike de la Peña
- Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Chan Shun Pavilion Suite 21008, Loma Linda, CA 92350, United States.
| | - Kathryn Knecht
- Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Shryock Hall, Rm 109, Loma Linda, CA 92350, United States.
| | - Paul Gavaza
- Department of Pharmaceutical and Administrative Sciences, Loma Linda University School of Pharmacy, Chan Shun Pavilion Suite 21010, Loma Linda, CA 92350, United States.
| |
Collapse
|
13
|
Taylor MA, Loder DM, Herr MJ, Nichols RA. The effect of curricular reform on gross anatomy laboratory examination performance: An institutional analysis. ANATOMICAL SCIENCES EDUCATION 2023; 16:47-56. [PMID: 35603528 DOI: 10.1002/ase.2201] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Revised: 05/19/2022] [Accepted: 05/20/2022] [Indexed: 06/15/2023]
Abstract
Many medical schools have undergone curricular reform recently. With these reforms, time spent teaching anatomy has been reduced, and there has been a general shift to a pass/fail grading system. At Indiana University School of Medicine (IUSM), a new curriculum was implemented in fall 2016. The year-long human gross anatomy course taught in 2015 was condensed into an integrated, semester-long course starting in 2016. Additionally, the grading scale shifted to pass/fail. This study examined first-year medical student performance on anatomy practical laboratory examinations-specifically, among lower-order (pure identification) questions and higher-order (function, innervation) questions. Participants included medical students from a pre-curricular reform cohort (year 2015, 34 students) and two post-curricular reform cohorts (years 2016, 30 students and 2017, 33 students). A Kruskal-Wallis ANOVA test was used to determine differences of these questions among the three cohorts. Additionally, 40 of the same lower-order questions that were asked on gross anatomy laboratory examinations from medical student cohort year 2015 and year 2016 were further analyzed using an independent samples t-test. Results demonstrated that the pre-curricular reform cohort scored significantly higher on both lower-order (median = 81, p < 0.001) and higher-order questions (median = 82.5, p < 0.05) than both post-curricular reform cohorts. Additionally, when reviewing the selected 40 similar questions, it was found that the pre-curricular reform cohort averaged significantly higher (82.1 ± 16.1) than the post-curricular reform cohort from 2016 (69.3 ± 21.8, p = 0.004). This study provides evidence about the impact of curricular reform on medical student anatomical knowledge.
Collapse
Affiliation(s)
- Melissa A Taylor
- Department of Anatomy and Neurobiology, University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Danielle M Loder
- Department of Medical Sciences, Indiana University School of Medicine, Bloomington, Indiana, USA
| | - Michael J Herr
- Department of Anatomy and Neurobiology, University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Richard A Nichols
- Department of Medical Sciences, Indiana University School of Medicine, Bloomington, Indiana, USA
| |
Collapse
|
14
|
Larsen TM, Endo BH, Yee AT, Do T, Lo SM. Probing Internal Assumptions of the Revised Bloom's Taxonomy. CBE LIFE SCIENCES EDUCATION 2022; 21:ar66. [PMID: 36112622 PMCID: PMC9727608 DOI: 10.1187/cbe.20-08-0170] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2020] [Revised: 06/01/2022] [Accepted: 07/13/2022] [Indexed: 06/08/2023]
Abstract
Bloom's taxonomy is a classification of learning objectives originally developed for general educational purposes. The taxonomy was revised to expand beyond cognitive processes and to include knowledge types as an orthogonal dimension. As Bloom's taxonomy is a tool widely used in biology education by researchers and instructors, it is important to examine the underlying assumptions embedded within how people may implicitly understand and use the taxonomy. In this paper, we empirically examine two major assumptions: the independence of the knowledge-type and cognitive-process dimensions and the use of action verbs as proxies for different cognitive processes. Contingency analysis on 940 assessment items revealed that the knowledge-type and cognitive-process dimensions are related and not independent. Subsequent correspondence analysis identified two principle axes in how the two dimensions are related, with three clusters of knowledge types and cognitive processes. Using the Shannon evenness index, we did not find a clear relationship between question prompt words (including action verbs) and cognitive processes in the assessment items. Based on these results, we suggest that both dimensions of the revised Bloom's taxonomy should be used and that question prompt words or action verbs alone are not sufficient in classifying the embedded learning objectives within assessment items.
Collapse
Affiliation(s)
- Tori M. Larsen
- Department of Cell and Developmental Biology, School of Biological Sciences, University of California San Diego, La Jolla, CA 92093
- Program in Biological Sciences, Northwestern University, Evanston, IL 60201
- Department of Anthropology, Northwestern University, Evanston, IL 60201
| | - Bianca H. Endo
- Department of Cell and Developmental Biology, School of Biological Sciences, University of California San Diego, La Jolla, CA 92093
| | - Alexander T. Yee
- Department of Chemical and Biological Engineering, Northwestern University, Evanston, IL 60201
| | - Tony Do
- Preuss School, University of California San Diego, La Jolla, CA 92093
| | - Stanley M. Lo
- Department of Cell and Developmental Biology, School of Biological Sciences, University of California San Diego, La Jolla, CA 92093
- Program in Mathematics and Science Education, University of California San Diego, La Jolla, CA 92093
| |
Collapse
|
15
|
Schoenherr DT, Dereski MO, Bernacki KD, Khayyata S, Attardi SM. Development and evaluation of an online integrative histology module: simple design, low-cost, and improves pathology self-efficacy. MEDICAL EDUCATION ONLINE 2022; 27:2011692. [PMID: 34905444 PMCID: PMC8676635 DOI: 10.1080/10872981.2021.2011692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/21/2020] [Revised: 09/19/2021] [Accepted: 11/24/2021] [Indexed: 06/14/2023]
Abstract
Integration of core concepts is an important aspect of medical curriculum enhancement. Challenges to improving integration include the risk of curtailing the basic sciences in the process and the push to decrease contact hours in medical curricula. Self-paced learning tools can be developed that deliberately relate basic and clinical sciences to aid students in making interdisciplinary connections. The purpose of this project was to develop, implement, and evaluate a self-paced learning module that would be applicable to integration of different disciplines in medical education. The module was intended to improve integration between histology and anatomic pathology before a respiratory pathology laboratory session. Qualtrics XM, a survey software commonly available at educational institutions, was used in a novel manner to create the module. Module activities included pre- and post-module quizzes; four short videos emphasizing normal histological features and recalling associated pathologies; three categorization activities designed for students to recognize normal versus abnormal characteristics of lung specimens; and post-activity feedback. Preliminary data from first-year medical students showed that post-module quiz scores were significantly higher than pre-module quiz scores (p < 0.001) and that module users' pre-laboratory pathology self-efficacy was significantly higher than non-users (p < 0.05). These data suggest that module use facilitated short-term knowledge gain and improved pathology self-efficacy before the laboratory session. Online modules can be developed affordably using Qualtrics XM to integrate anatomical sciences with other disciplines, while providing students interactive learning resources without increasing contact hours. The module presented in this report focused on normal versus abnormal morphology, guiding students through recognizing the continuum from healthy to disease states before learning about the pathologies more in depth. A similar module design would likely be effective in integrating other disciplines in medicine, especially in disciplines that require recognition of changes in morphology.
Collapse
Affiliation(s)
- Daniel T. Schoenherr
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
- Family Medicine Residency, National Capital Consortium, Fort Belvoir, VA, USA
| | - Mary O. Dereski
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Kurt D. Bernacki
- Department of Anatomic Pathology, Beaumont Health, Royal Oak, MI, USA
- Department of Pathology, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Said Khayyata
- Department of Anatomic Pathology, Beaumont Health, Royal Oak, MI, USA
- Department of Pathology, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Stefanie M. Attardi
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| |
Collapse
|
16
|
Xiao J, Adnan S. Flipped anatomy classroom integrating multimodal digital resources shows positive influence upon students' experience and learning performance. ANATOMICAL SCIENCES EDUCATION 2022; 15:1086-1102. [PMID: 35751579 PMCID: PMC9796349 DOI: 10.1002/ase.2207] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 06/18/2022] [Accepted: 06/19/2022] [Indexed: 05/21/2023]
Abstract
Anatomy is shifting toward a greater focus on adopting digital delivery. To advance digital and authentic learning in anatomy, a flipped classroom model integrating multimodal digital resources and a multimedia group assignment was designed and implemented for first-year neuroanatomy and third-year regional anatomy curricula. A five-point Likert scale learning and teaching survey was conducted for a total of 145 undergraduate health science students to evaluate students' perception of the flipped classroom model and digital resources. This study revealed that over two-thirds of participants strongly agreed or agreed that the flipped classroom model helped their independent learning and understanding of difficult anatomy concepts. The response showed students consistently enjoyed their experience of using multimodal digital anatomy resources. Both first-year (75%) and third-year (88%) students strongly agreed or agreed that digital tools are very valuable and interactive for studying anatomy. Most students strongly agreed or agreed that digital anatomy tools increased their learning experience (~80%) and confidence (> 70%). The third-year students rated the value of digital anatomy tools significantly higher than the first-year students (p = 0.0038). A taxonomy-based assessment strategy revealed that the third-year students, but not the first-year, demonstrated improved performance in assessments relating to clinical application (p = 0.045). In summary, a flipped anatomy classroom integrating multimodal digital approaches exerted positive impact upon learning experience of both junior and senior students, the latter of whom demonstrated improved learning performance. This study extends the pedagogy innovation of flipped classroom teaching, which will advance future anatomy curriculum development, pertinent to post-pandemic education.
Collapse
Affiliation(s)
- Junhua Xiao
- Department of Health Sciences and Biostatistics, School of Health SciencesSwinburne University of TechnologyHawthornVictoriaAustralia
- School of Allied HealthLa Trobe UniversityBundooraVictoriaAustralia
| | - Sharmeen Adnan
- Department of Health Sciences and Biostatistics, School of Health SciencesSwinburne University of TechnologyHawthornVictoriaAustralia
| |
Collapse
|
17
|
Rutenberg I, Ainscough L, Colthorpe K, Langfield T. The anatomy of agency: Improving academic performance in first-year university students. ANATOMICAL SCIENCES EDUCATION 2022; 15:1018-1031. [PMID: 34536984 DOI: 10.1002/ase.2137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 09/07/2021] [Accepted: 09/15/2021] [Indexed: 06/13/2023]
Abstract
The transition from secondary to tertiary education can be challenging, as students must adapt to independent learning. For students in the allied health and nursing disciplines, this transition may coincide with compulsory first-year courses in anatomy, which are traditionally difficult to master. Students' agency-their capacity to make intentional choices to alter the path of their learning-may play a role in their successful completion of first-year anatomy courses. This study aimed to develop a measure for agency and to determine whether agency is associated with academic achievement. First-year students (n = 131) completed open-ended questions measuring each aspect of agency. Student responses were quantified using rubrics and then combined to create an overall agency score. Three factors of agency were determined: action, metacognition, and self-efficacy. Students with higher agency scores were significantly more likely to have higher academic achievement in anatomy compared to students with lower agency scores. The relationship between agency and academic achievement was strongest for action. These results suggest that encouraging students to be active participants in their learning may help them to achieve at university.
Collapse
Affiliation(s)
- Izaak Rutenberg
- School of Medicine, The University of Notre Dame, Sydney, New South Wales, Australia
| | - Louise Ainscough
- The School of Biomedical Sciences, The University of Queensland, Brisbane, Queensland, Australia
| | - Kay Colthorpe
- The School of Biomedical Sciences, The University of Queensland, Brisbane, Queensland, Australia
| | - Tracey Langfield
- The School of Biomedical Sciences, The University of Queensland, Brisbane, Queensland, Australia
| |
Collapse
|
18
|
Chaudhuri JD. An initial preparation for human cadaveric dissection ameliorates the associated mental distress in students. ANATOMICAL SCIENCES EDUCATION 2022; 15:910-927. [PMID: 34143562 DOI: 10.1002/ase.2112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 05/31/2021] [Accepted: 06/06/2021] [Indexed: 06/12/2023]
Abstract
It is universally recognized that cadaveric dissection is an essential part of anatomy training. However, it has been reported to induce mental distress in some students and impair their intrinsic motivation (IM) to study. One of the postulated reasons for this behavior is the lack of adequate information and preparation of students for cadaveric dissection. Therefore, it is hypothesized that providing relevant information prior to cadaveric dissection will ameliorate the mental distress, enhance the IM of students, and improve their academic performance. A cohort of occupational therapy students enrolled in an anatomy course were psychologically prepared for cadaveric dissection. Students were provided with a curated list of YouTube videos and peer-reviewed journal articles related to cadaveric dissection prior to the commencement of the anatomy course. All students were also required to attend an oral presentation immediately before commencing dissection. The control group included students who had not been provided with any resources in preparation for cadaveric dissection. Compared to the control group, students who had been prepared demonstrated better quality of cadaveric dissection, improved academic performance, reported less mental distress and greater IM. Moreover, students reported the oral presentation to be most relevant and journal articles to be least useful in their preparation. Therefore, this is an effective approach in the amelioration of mental distress and improvement of performance in anatomy students. Consequently, this study represents a paradigm shift in the pedagogy of anatomy, and could represent a vital element in the evolution of a revitalized anatomy curriculum.
Collapse
Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine, USA
| |
Collapse
|
19
|
Giuriato R, Štrkalj G, Prvan T, Hulme A, Pather N. Musculoskeletal anatomy knowledge in Australian chiropractors. ANATOMICAL SCIENCES EDUCATION 2022; 15:663-670. [PMID: 34218520 DOI: 10.1002/ase.2117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Revised: 06/29/2021] [Accepted: 07/01/2021] [Indexed: 06/13/2023]
Abstract
Anatomy is a key knowledge area in chiropractic and is formally offered in the undergraduate component of chiropractic education. There is the potential for loss of anatomy knowledge before the opportunity to apply it in a clinical setting. This study aimed to determine whether chiropractic clinicians retain a level of anatomy knowledge comparable to that of chiropractic students and to compare chiropractors' self-rating of their anatomical knowledge against an objective knowledge assessment tool. A previously validated multiple-choice test was utilized to measure retention of limb musculoskeletal (MSK) knowledge in Australian chiropractors. One hundred and one registered chiropractors completed the questionnaire and responses were scored, analyzed, and compared to scores attained by undergraduate and postgraduate chiropractic students who had previously completed the same questionnaire. The results indicated that practitioners retained their anatomy knowledge, with a significantly higher total mean score than the undergraduate group [total mean score = 36.5% (±SD 13.6%); P < 0.01] but not significantly different to the postgraduate group [total mean score = 52.2% (±SD 14.1%); P = 0.74]. There was a weak positive correlation between chiropractors' self-rated knowledge and test performance scores indicating the effectiveness of this Australian chiropractic group in self-assessing their anatomy knowledge. This study found that Australian chiropractors' knowledge of MSK anatomy was retained during the transition from university to clinical practice and they accurately evaluated their own test performance.
Collapse
Affiliation(s)
- Rosemary Giuriato
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
- Department of Chiropractic, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, New South Wales, Australia
| | - Goran Štrkalj
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
| | - Tania Prvan
- Department of Mathematics and Statistics, Faculty of Science and Engineering, Macquarie University, Sydney, New South Wales, Australia
| | - Anneliese Hulme
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
| | - Nalini Pather
- Department of Anatomy, School of Medical Sciences, Faculty of Medicine, The University of New South Wales, Sydney, New South Wales, Australia
| |
Collapse
|
20
|
Chronometry of distractor views to discover the thinking process of students during a computer knowledge test. Behav Res Methods 2022; 54:2463-2478. [PMID: 35132583 DOI: 10.3758/s13428-021-01743-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/04/2021] [Indexed: 11/08/2022]
Abstract
Accuracy in estimating knowledge with multiple-choice quizzes largely depends on the distractor discrepancy. The order and duration of distractor views provide significant information to itemize knowledge estimates and detect cheating. To date, a precise and accurate method for segmenting time spent for a single quiz item has not been developed. This work proposes process mining tools for test-taking strategy classification by extracting informative trajectories of interaction with quiz elements. The efficiency of the method was verified in the real learning environment where the difficult knowledge test items were mixed with simple control items. The proposed method can be used for segmenting the quiz-related thinking process for detailed knowledge examination.
Collapse
|
21
|
Criado-Álvarez JJ, Mohedano-Moriano A, Aceituno-Gómez J, Romo-Barrientos C, Monforte Perez D, Saiz-Sanchez D, Flores-Cuadrado A, Martín-Conty JL, Martín-Rodriguez F, González-González J, Viñuela A, Polonio-Lopez B. The Importance of Optional Practical Anatomy Courses for Undergraduate Speech Therapy Students. ANATOMICAL SCIENCES EDUCATION 2022; 15:187-197. [PMID: 33794066 DOI: 10.1002/ase.2079] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Revised: 03/21/2021] [Accepted: 03/28/2021] [Indexed: 06/12/2023]
Abstract
An in-depth understanding of the anatomy discipline is essential for the work of healthcare professionals. In recent decades, the content and time of teaching anatomy have decreased in all health science degrees. The aim of this study was to look for alternatives for compensating the reduction of the teaching of anatomy by supplementing students with a practical training course and to know evaluations of the course given by students enrolled in the degree in Speech Therapy and its impact on their academic results. All students (100%) positively evaluated having acquired skills and attitudes for their future professional life. The majority of the students (95.8%) believed that their knowledge was acceptable; 97.2% of the students thought they would have the possibility to apply their acquired anatomical knowledge as professionals; 98.5% were satisfied with the voluntary course; and finally, the percentage of students that passed the "Anatomophysiology of language and voice organs" course increased from previous academic years. Optional (theoretical/practical) undergraduate courses can be used in parallel to overcome the devaluation of anatomical studies in new curricula. The optional undergraduate anatomy course in the Speech Therapy program has been positively evaluated because it stimulated students' motivation and appealed to their interest in anatomy. Students considered that these courses would help them in their training and they could put what they had learned into practice in their future professions. However, very little evidence for the impact of optional practical courses exists, yet it could be an efficient method to increase anatomical knowledge.
Collapse
Affiliation(s)
- Juan José Criado-Álvarez
- Institute of Health Sciences, Ministry of Health, Talavera de la Reina, Toledo, Spain
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Alicia Mohedano-Moriano
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Javier Aceituno-Gómez
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
- School of Physiotherapy, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Carmen Romo-Barrientos
- Mental Health Service, Hospital Universitary "Nuestra Señora del Prado," Talavera de La Reina, Toledo, Spain
| | - Diana Monforte Perez
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Daniel Saiz-Sanchez
- Department of Health Sciences, School of Medicine, University of Castilla-La Mancha, Ciudad Real, Spain
- Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Flores-Cuadrado
- Department of Health Sciences, School of Medicine, University of Castilla-La Mancha, Ciudad Real, Spain
- Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Jose Luis Martín-Conty
- Department of Nursing, Physiotherapy and Occupational Therapy, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Francisco Martín-Rodriguez
- Department of Medicine, Dermatology and Toxicology, School of Medicine, University of Valladolid, Valladolid, Spain
| | - Jaime González-González
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
| | - Antonio Viñuela
- Department of Nursing, Physiotherapy and Occupational Therapy, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Begoña Polonio-Lopez
- Department of Nursing, Physiotherapy and Occupational Therapy, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| |
Collapse
|
22
|
McWatt SC. Responding to Covid-19: A thematic analysis of students' perspectives on modified learning activities during an emergency transition to remote human anatomy education. ANATOMICAL SCIENCES EDUCATION 2021; 14:721-738. [PMID: 34523241 PMCID: PMC8652611 DOI: 10.1002/ase.2136] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Revised: 07/23/2021] [Accepted: 09/11/2021] [Indexed: 05/21/2023]
Abstract
In March 2020, the coronavirus disease 2019 (Covid-19) global pandemic forced many post-secondary institutions to move their teaching online, which had a substantial impact on students enrolled in laboratory-based courses in fields like human anatomy. This descriptive study collected students' perspectives on the transition to remote education, with specific attention to the teaching activities, resources, and assessments used in an undergraduate Clinical Human Visceral Anatomy course at McGill University. Through inductive semantic thematic analysis, student-held values for effective remote education were identified and grouped into the following themes: (1) preferences for communication, (2) values for remote learning activities and resources, (3) values for remote assessment, and (4) perceived positive and negative impacts of remote education on learning. Students generally valued having clear communication, opportunities for both synchronous and asynchronous learning activities, and flexible assessment formats that maintained alignment with the course outcomes and activities. Many felt that remote education had a net-negative impact on their learning, course satisfaction, and sense of community. However, there were no significant differences in grades on laboratory quizzes administered before and after the shutdown (P = 0.443), and grades on the remote final examination were significantly higher than those on the in-person midterm examination (P < 0.001). These findings are discussed in the context of modern educational theories and practices related to remote teaching. Strategies for facilitating a student-centered environment online are also proposed. Future longitudinal research into skill development, learning outcome attainment, and the evolving perspectives of students and instructors operating in remote education contexts is warranted.
Collapse
Affiliation(s)
- Sean C. McWatt
- Department of Anatomy and Cell BiologyFaculty of Medicine and Health SciencesMcGill UniversityMontréalQuébecCanada
| |
Collapse
|
23
|
Amabile AH, Nixon-Cave K, Georgetti LJ, Sims AC. Front-loading of anatomy content has no effect on long-term anatomy knowledge retention among physical therapy students: a prospective cohort study. BMC MEDICAL EDUCATION 2021; 21:491. [PMID: 34521411 PMCID: PMC8439033 DOI: 10.1186/s12909-021-02925-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Accepted: 09/03/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Information learned over a longer period of time has been shown to result in better long-term knowledge retention than information learned over a shorter period of time. In order to address multiple curricular goals, the timing and spacing of anatomy content within the Doctor of Physical Therapy (DPT) program at our institution recently changed from a very spaced to a very compressed format. The purpose of the present study was to assess differences in anatomy knowledge retention that might have been impacted by this change. The research hypothesis was that students receiving spaced instruction would have significantly better anatomy knowledge retention than students receiving massed instruction. METHODS Participants consisted of two cohorts of DPT students that both received 45 contact hours of anatomy lecture and 90 contact hours of anatomy lab. The LONG cohort experienced anatomy through a lecture and lab taught over a 30-week, 2 semester period as separate courses. In contrast, the SHORT cohort took their anatomy lecture and lab concurrently over one 10-week semester. A pre-test was administered on the first day of their anatomy lecture course, and a post-test was administered to each cohort 18 months after completion of their last anatomy exam. RESULTS After controlling for age-related differences in the two groups, no significant differences in mean pre-test, post-test, or percentage improvement were found between cohorts (p = 0.516; 0.203; and 0.152, respectively). CONCLUSION These findings refute the hypothesis and show that both spaced and massed instruction in these cohorts resulted in the same level of long-term anatomy knowledge retention.
Collapse
Affiliation(s)
- Amy H. Amabile
- Department of Physical Therapy, Thomas Jefferson University, 901 Walnut Street, Philadelphia, PA 19107 USA
| | - Kim Nixon-Cave
- University of Pittsburgh School of Health and Rehabilitation Sciences, Pittsburgh, PA USA
| | | | | |
Collapse
|
24
|
Richardson NS, Zwambag D, McFall K, Andrews DM, Gregory DE. Exploring the Utility and Student Perceptions of Synthetic Cadavers in an Undergraduate Human Anatomy Course. ANATOMICAL SCIENCES EDUCATION 2021; 14:605-614. [PMID: 33030276 DOI: 10.1002/ase.2024] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2019] [Revised: 09/29/2020] [Accepted: 10/04/2020] [Indexed: 06/11/2023]
Abstract
The synthetic cadaver is a high-fidelity model intended to replace or supplement other anatomy learning modalities. Academic attainment and student perceptions were examined in an undergraduate human anatomy course using a combination of plastic models and synthetic cadavers to learn lower body anatomy ("Experimental group"), compared to a Historical group who used only plastic models. Grades on an upper body test, for which both groups used only plastic models, were compared to ensure that no academic differences existed between groups (P = 0.7653). Students in the Experimental group performed better on the lower body test for which they used both plastic models and synthetic cadavers (median = 73.8% (95% CI: 72.0%-75.0%) compared to the Historical group (70.1% (95% CI: 68.3%-70.7%), P < 0.0001); however, less than half of students (49%) attributed this to the synthetic cadavers. Students' perception of laboratory resources (P < 0.0001) and learning experience (P < 0.0001) both improved with the addition of synthetic cadavers compared to using only plastic models, and 60% of students in the Experimental group agreed that the synthetic cadavers would be a key reason that they would choose that institution for undergraduate studies. This investigation showed improved student grades when plastic models and synthetic cadavers were combined, in addition to improved student perceptions of the learning experience. Results of the student questionnaires also suggested that although synthetic cadavers carry a notable up-front cost, they may be a useful recruitment tool for institutions.
Collapse
Affiliation(s)
- Nicolette S Richardson
- School of Kinesiology and Health Science, Faculty of Health, York University, Toronto, Ontario, Canada
| | - Derek Zwambag
- Department of Kinesiology and Physical Education, Faculty of Science, Wilfrid Laurier University, Waterloo, Ontario, Canada
| | - Kristen McFall
- Department of Kinesiology and Physical Education, Faculty of Science, Wilfrid Laurier University, Waterloo, Ontario, Canada
| | - David M Andrews
- Department of Kinesiology, Faculty of Human Kinetics, University of Windsor, Windsor, Ontario, Canada
| | - Diane E Gregory
- Department of Kinesiology and Physical Education, Faculty of Science, Wilfrid Laurier University, Waterloo, Ontario, Canada
- Department of Health Sciences, Faculty of Science, Wilfrid Laurier University, Waterloo, Ontario, Canada
| |
Collapse
|
25
|
Tuma F, Nassar AK. Applying Bloom's taxonomy in clinical surgery: Practical examples. Ann Med Surg (Lond) 2021; 69:102656. [PMID: 34429945 PMCID: PMC8371225 DOI: 10.1016/j.amsu.2021.102656] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2021] [Revised: 08/01/2021] [Accepted: 08/03/2021] [Indexed: 11/19/2022] Open
Abstract
Bloom's cognitive learning taxonomy is widely used in medical education. The revised taxonomy published by David Kathwohl (1956) and his group describes the levels in action forms: Remember, Understand, Apply, Analyze, Evaluate, and Innovate. The taxonomy has been commonly used to design and structure educational goals and objectives. However, most uses occur at the course or program curriculum level, as was originally described. Whereas applying the taxonomy at the level of individual educational activities remained limited for different reasons. Hence, the aim of this article is to promote applying the taxonomy in daily clinical teaching by providing practical clinical examples in a simplified way. Bloom's taxonomy of cognitive learning is widely used in medical education to design educational curricula. The taxonomy can be efficiently used in daily educational clinical activities. Clinician educators are encouraged to apply the taxonomy at clinical encounters. Understanding the taxonomy through clinical examples can enhance the application of the taxonomy.
Collapse
Affiliation(s)
- Faiz Tuma
- Department of Surgery, Central Michigan University College of Medicine, USA
| | - Aussama K. Nassar
- Department of Surgery, Stanford University School of Medicine, USA
- Corresponding author. Clinical Assistant Professor of Surgery, Stanford University School of Medicine, Department of Surgery, Division Trauma, Acute Care Surgery, and Critical Care, 300 Pasteur Drive, H3639, Stanford, CA, 94305, USA.
| |
Collapse
|
26
|
Michalowski M, Wilk S, Michalowski W, O’Sullivan D, Bonaccio S, Parimbelli E, Carrier M, Le Gal G, Kingwell S, Peleg M. A Health eLearning Ontology and Procedural Reasoning Approach for Developing Personalized Courses to Teach Patients about Their Medical Condition and Treatment. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:7355. [PMID: 34299806 PMCID: PMC8307382 DOI: 10.3390/ijerph18147355] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/17/2021] [Revised: 07/01/2021] [Accepted: 07/03/2021] [Indexed: 11/16/2022]
Abstract
We propose a methodological framework to support the development of personalized courses that improve patients' understanding of their condition and prescribed treatment. Inspired by Intelligent Tutoring Systems (ITSs), the framework uses an eLearning ontology to express domain and learner models and to create a course. We combine the ontology with a procedural reasoning approach and precompiled plans to operationalize a design across disease conditions. The resulting courses generated by the framework are personalized across four patient axes-condition and treatment, comprehension level, learning style based on the VARK (Visual, Aural, Read/write, Kinesthetic) presentation model, and the level of understanding of specific course content according to Bloom's taxonomy. Customizing educational materials along these learning axes stimulates and sustains patients' attention when learning about their conditions or treatment options. Our proposed framework creates a personalized course that prepares patients for their meetings with specialists and educates them about their prescribed treatment. We posit that the improvement in patients' understanding of prescribed care will result in better outcomes and we validate that the constructs of our framework are appropriate for representing content and deriving personalized courses for two use cases: anticoagulation treatment of an atrial fibrillation patient and lower back pain management to treat a lumbar degenerative disc condition. We conduct a mostly qualitative study supported by a quantitative questionnaire to investigate the acceptability of the framework among the target patient population and medical practitioners.
Collapse
Affiliation(s)
- Martin Michalowski
- Nursing Informatics, School of Nursing, University of Minnesota, Minneapolis, MN 55455, USA
| | - Szymon Wilk
- Institute of Computing Science, Poznan University of Technology, 60-965 Poznań, Poland;
| | - Wojtek Michalowski
- Telfer School of Management, University of Ottawa, Ottawa, ON K1N 6N5, Canada; (W.M.); (S.B.)
| | - Dympna O’Sullivan
- School of Computer Science, Technological University Dublin, D02 HW71 Dublin, Ireland;
| | - Silvia Bonaccio
- Telfer School of Management, University of Ottawa, Ottawa, ON K1N 6N5, Canada; (W.M.); (S.B.)
| | - Enea Parimbelli
- Department of Electrical, Computer and Biomedical Engineering, University of Pavia, 27100 Pavia, Italy;
| | - Marc Carrier
- Division of Hematology, The Ottawa Hospital, Ottawa, ON K1Y 4E9, Canada;
| | - Grégoire Le Gal
- Department of Medicine, The Ottawa Hospital, Ottawa, ON K1Y 4E9, Canada;
| | - Stephen Kingwell
- Department of Orthopaedic Surgery, The Ottawa Hospital, Ottawa, ON K1Y 4E9, Canada;
| | - Mor Peleg
- Department of Information Systems, University of Haifa, Haifa 3498838, Israel;
| |
Collapse
|
27
|
Johnson SN, Gallagher ED. An early exploration of undergraduate student definitions of learning, memorizing, studying, and understanding. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:342-352. [PMID: 33886397 DOI: 10.1152/advan.00082.2020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2020] [Accepted: 03/12/2021] [Indexed: 06/12/2023]
Abstract
Biology education research often utilizes the terms learning, memorizing, studying, and understanding without providing their specific definition. When definitions have been provided, they are often inconsistent across publications. As part of a larger research study, we interviewed 11 participants on 2 occasions while they were enrolled in a sequence of anatomy and physiology courses. Part of the interview protocol asked participants for their definitions of learning, memorizing, studying, and understanding. Definitions were isolated from the transcript, deidentified, and sorted by qualitative similarities. The research team developed code categories and assigned definitions to these groups after discussing coding differences. Multiple definition groups emerged for each term. Learning, memorizing, and studying definition groups highlighted processes, outcomes, or a combination of both a process and outcome. Understanding definition groups focused solely on an outcome. These findings highlight the need for communication between students and instructors with regard to term usage. In addition, future research in biology and physiology education should be careful to provide working definitions of these terms to ensure communicative and interpretive validity and to promote transferability and repeatability of findings.
Collapse
Affiliation(s)
- Staci N Johnson
- Division of Science, Southern Wesleyan University, Central, South Carolina
| | - Eliza D Gallagher
- Department of Engineering and Science Education, Clemson University, Clemson, South Carolina
| |
Collapse
|
28
|
Thompson AR, Giffin BF. Higher-Order Assessment in Gross Anatomy: A Comparison of Performance on Higher- Versus Lower-Order Anatomy Questions between Undergraduate and First-Year Medical Students. ANATOMICAL SCIENCES EDUCATION 2021; 14:306-316. [PMID: 33113274 DOI: 10.1002/ase.2028] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2020] [Revised: 10/12/2020] [Accepted: 10/23/2020] [Indexed: 06/11/2023]
Abstract
Gross anatomy is considered by many the backbone of medical education. While learning anatomy has a reputation of requiring mainly rote memorization, modern day anatomy education often involves instruction and assessment at cognitive levels that foster higher-order thinking. In many instances, these higher-order anatomical concepts are taught to graduate students in healthcare-related fields, such as medicine. At this level, students are expected to apply and analyze anatomical information since that is what will ultimately be expected of them as professionals. In contrast, undergraduate anatomy education is typically more introductory in nature and often takes place in the setting of a large-enrollment course that serves as a prerequisite for many health sciences degree programs. In this study, variables related to the assessment of higher-order concepts in clinical anatomy were compared between first-year medical students and undergraduate students enrolled in an upper-level human gross anatomy course. Results demonstrate that undergraduate students perform lower than medical students overall, but the degree of difference in how they perform on higher- versus lower-order questions is comparable. The most notable exception is on practical examinations, where undergraduate students tend to struggle more with applying and analyzing information. Exploration of additional variables provides insight into how the cognitive level being assessed affects the time it takes to answer a question and how different practical examination question types and formats influence student performance. Findings presented in this study have implications for designing anatomy courses and underscore the importance of blueprinting assessments.
Collapse
Affiliation(s)
- Andrew R Thompson
- Department of Medical Education, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Bruce F Giffin
- Department of Medical Education, University of Cincinnati College of Medicine, Cincinnati, Ohio
| |
Collapse
|
29
|
Roxburgh M, Evans DJR. Assessing Anatomy Education: A Perspective from Design. ANATOMICAL SCIENCES EDUCATION 2021; 14:277-286. [PMID: 33544967 DOI: 10.1002/ase.2060] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2020] [Revised: 01/26/2021] [Accepted: 02/01/2021] [Indexed: 06/12/2023]
Abstract
Medical and healthcare practice is likely to see fundamental changes in the future that will require a different approach to the way in which we educate, train, and assess the next generation of healthcare professionals. The anatomical sciences will need to be part of that challenge so they continue to play a full role in preparing students with the knowledge and ever increasingly the skills and competencies that will contribute to the fundamentals of their future capacity to practice effectively. Although there have been significant advances in anatomical science pedagogy, by reviewing learning and assessment in an apparently unrelated field, provides an opportunity to bring a different perspective and enable appropriate challenge of the current approaches in anatomy. Design learning has had to continually reimagine itself in response to the shifting landscape in design practice and the threats associated with technology and societal change. Design learning has also long used a student-centric active pedagogy and allied authentic assessment methods and, therefore, provides an ideal case study to help inform future changes required in anatomical learning and assessment.
Collapse
Affiliation(s)
- Mark Roxburgh
- School of Creative Industries, The University of Newcastle, Callaghan, New South Wales, Australia
| | - Darrell J R Evans
- School of Medicine and Public Health, The University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| |
Collapse
|
30
|
Douglas-Morris J, Ritchie H, Willis C, Reed D. Identification-Based Multiple-Choice Assessments in Anatomy can be as Reliable and Challenging as Their Free-Response Equivalents. ANATOMICAL SCIENCES EDUCATION 2021; 14:287-295. [PMID: 33683830 DOI: 10.1002/ase.2068] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Revised: 01/22/2021] [Accepted: 03/02/2021] [Indexed: 06/12/2023]
Abstract
Multiple-choice (MC) anatomy "spot-tests" (identification-based assessments on tagged cadaveric specimens) offer a practical alternative to traditional free-response (FR) spot-tests. Conversion of the two spot-tests in an upper limb musculoskeletal anatomy unit of study from FR to a novel MC format, where one of five tagged structures on a specimen was the answer to each question, provided a unique opportunity to assess the comparative validity and reliability of FR- and MC-formatted spot-tests and the impact on student performance following the change of test format to MC. Three successive year cohorts of health science students (n = 1,442) were each assessed by spot-tests formatted as FR (first cohort) or MC (following two cohorts). Comparative question difficulty was assessed independently by three examiners. There were more higher-order cognitive skill questions and more of the course objectives tested in the MC-formatted tests. Spot-test reliability was maintained with Cronbach's alpha reliability coefficients ≥ 0.80 and 80% of the MC items of high quality (having point-biserial correlation coefficients > 0.25). These results also demonstrated guessing was not an issue. The mean final score for the MC-formatted cohorts increased by 4.9%, but did not change for the final theory examination that was common to all three cohorts. Subgroup analysis revealed that the greatest change in spot-test marks was for the lower-performing students. In conclusion, our results indicate spot-tests formatted as MC are suitable alternatives to FR tests. The increase in mean scores for the MC-formatted spot-tests was attributed to the lower demand of the MC format.
Collapse
Affiliation(s)
- Jan Douglas-Morris
- School of Medical Sciences, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Helen Ritchie
- School of Medical Sciences, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Catherine Willis
- School of Medical Sciences, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Darren Reed
- School of Medical Sciences, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| |
Collapse
|
31
|
Merzougui WH, Myers MA, Hall S, Elmansouri A, Parker R, Robson AD, Kurn O, Parrott R, Geoghegan K, Harrison CH, Anbu D, Dean O, Border S. Multiple-Choice versus Open-Ended Questions in Advanced Clinical Neuroanatomy: Using a National Neuroanatomy Assessment to Investigate Variability in Performance Using Different Question Types. ANATOMICAL SCIENCES EDUCATION 2021; 14:296-305. [PMID: 33420758 DOI: 10.1002/ase.2053] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2020] [Revised: 12/10/2020] [Accepted: 01/05/2021] [Indexed: 06/12/2023]
Abstract
Methods of assessment in anatomy vary across medical schools in the United Kingdom (UK) and beyond; common methods include written, spotter, and oral assessment. However, there is limited research evaluating these methods in regards to student performance and perception. The National Undergraduate Neuroanatomy Competition (NUNC) is held annually for medical students throughout the UK. Prior to 2017, the competition asked open-ended questions (OEQ) in the anatomy spotter examination, and in subsequent years also asked single best answer (SBA) questions. The aim of this study is to assess medical students' performance on, and perception of, SBA and OEQ methods of assessment in a spotter style anatomy examination. Student examination performance was compared between OEQ (2013-2016) and SBA (2017-2020) for overall score and each neuroanatomical subtopic. Additionally, a questionnaire explored students' perceptions of SBAs. A total of 631 students attended the NUNC in the studied period. The average mark was significantly higher in SBAs compared to OEQs (60.6% vs. 43.1%, P < 0.0001)-this was true for all neuroanatomical subtopics except the cerebellum. Students felt that they performed better on SBA than OEQs, and diencephalon was felt to be the most difficult neuroanatomical subtopic (n = 38, 34.8%). Students perceived SBA questions to be easier than OEQs and performed significantly better on them in a neuroanatomical spotter examination. Further work is needed to ascertain whether this result is replicable throughout anatomy education.
Collapse
Affiliation(s)
- Wassim H Merzougui
- Center for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, United Kingdom
- Department of Trauma and Orthopedics, Pilgrim Hospital, Boston, United Kingdom
| | - Matthew A Myers
- Center for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, United Kingdom
- Department of Neurosurgery, Salford Royal NHS Foundation Trust, Salford, United Kingdom
| | - Samuel Hall
- Center for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, United Kingdom
- Department of Neurosurgery, Wessex Neurological Centre, Southampton, United Kingdom
| | - Ahmad Elmansouri
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Rob Parker
- University of Southampton, School of Medicine, Southampton, United Kingdom
| | - Alistair D Robson
- University of Southampton, School of Medicine, Southampton, United Kingdom
| | - Octavia Kurn
- University of Southampton, School of Medicine, Southampton, United Kingdom
| | - Rachel Parrott
- Department of Anatomy, St Andrews University, St Andrews, Scotland
| | - Kate Geoghegan
- Department of Cardiology, Royal United Hospital, Bath, United Kingdom
| | - Charlotte H Harrison
- Department of Emergency Medicine, Oxford University Hospitals NHS Foundation Trust, Oxford, United Kingdom
| | - Deepika Anbu
- University of Southampton, School of Medicine, Southampton, United Kingdom
| | - Oliver Dean
- University of Southampton, School of Medicine, Southampton, United Kingdom
| | - Scott Border
- Center for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, United Kingdom
| |
Collapse
|
32
|
Monrad SU, Bibler Zaidi NL, Grob KL, Kurtz JB, Tai AW, Hortsch M, Gruppen LD, Santen SA. What faculty write versus what students see? Perspectives on multiple-choice questions using Bloom's taxonomy. MEDICAL TEACHER 2021; 43:575-582. [PMID: 33590781 DOI: 10.1080/0142159x.2021.1879376] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
BACKGROUND Using revised Bloom's taxonomy, some medical educators assume they can write multiple choice questions (MCQs) that specifically assess higher (analyze, apply) versus lower-order (recall) learning. The purpose of this study was to determine whether three key stakeholder groups (students, faculty, and education assessment experts) assign MCQs the same higher- or lower-order level. METHODS In Phase 1, stakeholders' groups assigned 90 MCQs to Bloom's levels. In Phase 2, faculty wrote 25 MCQs specifically intended as higher- or lower-order. Then, 10 students assigned these questions to Bloom's levels. RESULTS In Phase 1, there was low interrater reliability within the student group (Krippendorf's alpha = 0.37), the faculty group (alpha = 0.37), and among three groups (alpha = 0.34) when assigning questions as higher- or lower-order. The assessment team alone had high interrater reliability (alpha = 0.90). In Phase 2, 63% of students agreed with the faculty as to whether the MCQs were higher- or lower-order. There was low agreement between paired faculty and student ratings (Cohen's Kappa range .098-.448, mean .256). DISCUSSION For many questions, faculty and students did not agree whether the questions were lower- or higher-order. While faculty may try to target specific levels of knowledge or clinical reasoning, students may approach the questions differently than intended.
Collapse
Affiliation(s)
- Seetha U Monrad
- Division of Rheumatology, Department of Internal Medicine, University of Michigan Medical School (UMMS), Ann Arbor, MA, USA
| | | | - Karri L Grob
- Office of Medical School Education, University of Michigan Medical School, Ann Arbor, MA, USA
| | - Joshua B Kurtz
- University of Michigan Medical School, Ann Arbor, MA, USA
| | - Andrew W Tai
- Division of Gastroenterology, Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, MA, USA
| | - Michael Hortsch
- Department of Cell and Developmental Biology, University of Michigan Medical School, Ann Arbor, MA, USA
| | - Larry D Gruppen
- Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MA, USA
| | - Sally A Santen
- Department of Emergency Medicine, Virginia Commonwealth University School of Medicine, Richmond, VA, USA
| |
Collapse
|
33
|
Bogomolova K, Sam AH, Misky AT, Gupte CM, Strutton PH, Hurkxkens TJ, Hierck BP. Development of a Virtual Three-Dimensional Assessment Scenario for Anatomical Education. ANATOMICAL SCIENCES EDUCATION 2021; 14:385-393. [PMID: 33465814 PMCID: PMC8252734 DOI: 10.1002/ase.2055] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2020] [Revised: 12/18/2020] [Accepted: 01/13/2021] [Indexed: 05/30/2023]
Abstract
In anatomical education three-dimensional (3D) visualization technology allows for active and stereoscopic exploration of anatomy and can easily be adopted into medical curricula along with traditional 3D teaching methods. However, most often knowledge is still assessed with two-dimensional (2D) paper-and-pencil tests. To address the growing misalignment between learning and assessment, this viewpoint commentary highlights the development of a virtual 3D assessment scenario and perspectives from students and teachers on the use of this assessment tool: a 10-minute session of anatomical knowledge assessment with real-time interaction between assessor and examinee, both wearing a HoloLens and sharing the same stereoscopic 3D augmented reality model. Additionally, recommendations for future directions, including implementation, validation, logistic challenges, and cost-effectiveness, are provided. Continued collaboration between developers, researchers, teachers, and students is critical to advancing these processes.
Collapse
Affiliation(s)
- Katerina Bogomolova
- Department of SurgeryLeiden University Medical CenterLeidenthe Netherlands
- Center for Innovation of Medical EducationLeiden University Medical CenterLeidenthe Netherlands
| | - Amir H. Sam
- Medical Education Research UnitImperial College School of MedicineImperial College LondonLondonUK
| | - Adam T. Misky
- St Mary's HospitalImperial College Healthcare NHS TrustLondonUK
| | - Chinmay M. Gupte
- Medical Education Research UnitImperial College School of MedicineImperial College LondonLondonUK
- St Mary's HospitalImperial College Healthcare NHS TrustLondonUK
| | | | | | - Beerend P. Hierck
- Center for Innovation of Medical EducationLeiden University Medical CenterLeidenthe Netherlands
- Department of Anatomy and EmbryologyLeiden University Medical CenterLeidenthe Netherlands
- Leiden Teachers' AcademyLeiden UniversityLeidenthe Netherlands
| |
Collapse
|
34
|
Özen KE, Erdoğan K, Yarar B, Çizmeci G, Ay Keselik G, Elmalı F, Malas MA. The practical examination types (spot test and slide test) of gross anatomy course in faculty of medicine: a simultaneous evaluation of the aspect of student success. Surg Radiol Anat 2021; 43:505-513. [PMID: 33687489 DOI: 10.1007/s00276-021-02726-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Accepted: 02/22/2021] [Indexed: 11/29/2022]
Abstract
PURPOSE This study aimed to compare the students' scores of the spot (spotter/classical/traditional/tag/ring/bell-ringer) test (3D environment) performed in the laboratory with the slide test (gross anatomy images) (2D environment) in the class. The observation of our department regarding both types for practical examination was reported, in terms of exam marks of the students. Both are preferred as the practical examination types for gross anatomy course our in medical faculty. METHODS The 29 blocks' scores in 5 years (2013/2014-2017/2018) belonging to first- and second-year medical students' spot tests and slide tests are evaluated retrospectively and statistically compared. Correlations of the spot tests and the slide tests, besides the correlations between theoretical examinations and the practical examination types, are calculated. RESULTS Spot test scores were significantly higher (p < 0.05) in nine blocks, while slide test scores were higher significantly (p < 0.05) in fourteen. There was no statistically significant difference between the practical examination types (spot/slide) in six blocks. There were correlations between the spot test and the slide test in all blocks (p < 0.001). CONCLUSION It is considered that the spot test reflects the success/ability in a 3D environment, while the slide test reflects it in the 2D environment. In conclusion, neither of these two types of examinations stands out absolutely. Both types of examinations have their own features in areas, such as assessment power, applicability, and effect on success.
Collapse
Affiliation(s)
- Kemal Emre Özen
- Department of Anatomy, Faculty of Medicine, İzmir Kâtip Çelebi University, Ataürk OSB Mah., Havaalanı Şosesi Cad., No: 33/2, Çiğli, 35620, İzmir, Turkey.
| | - Kübra Erdoğan
- Department of Anatomy, Faculty of Medicine, İzmir Kâtip Çelebi University, Ataürk OSB Mah., Havaalanı Şosesi Cad., No: 33/2, Çiğli, 35620, İzmir, Turkey
| | - Burhan Yarar
- Department of Anatomy, Faculty of Medicine, Atatürk University, Erzurum, Turkey
| | - Gizem Çizmeci
- Department of Anatomy, Faculty of Medicine, İzmir Kâtip Çelebi University, Ataürk OSB Mah., Havaalanı Şosesi Cad., No: 33/2, Çiğli, 35620, İzmir, Turkey
| | - Gonca Ay Keselik
- Department of Anatomy, Faculty of Medicine, İzmir Kâtip Çelebi University, Ataürk OSB Mah., Havaalanı Şosesi Cad., No: 33/2, Çiğli, 35620, İzmir, Turkey
| | - Ferhan Elmalı
- Department of Biostatistics, Faculty of Medicine, İzmir Kâtip Çelebi University, İzmir, Turkey
| | - Mehmet Ali Malas
- Department of Anatomy, Faculty of Medicine, İzmir Kâtip Çelebi University, Ataürk OSB Mah., Havaalanı Şosesi Cad., No: 33/2, Çiğli, 35620, İzmir, Turkey
| |
Collapse
|
35
|
Bogomolova K, Hierck BP, Looijen AEM, Pilon JNM, Putter H, Wainman B, Hovius SER, van der Hage JA. Stereoscopic three-dimensional visualisation technology in anatomy learning: A meta-analysis. MEDICAL EDUCATION 2021; 55:317-327. [PMID: 32790885 PMCID: PMC7984401 DOI: 10.1111/medu.14352] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2020] [Revised: 08/04/2020] [Accepted: 08/10/2020] [Indexed: 05/09/2023]
Abstract
OBJECTIVES The features that contribute to the apparent effectiveness of three-dimensional visualisation technology [3DVT] in teaching anatomy are largely unknown. The aim of this study was to conduct a systematic review and meta-analysis of the role of stereopsis in learning anatomy with 3DVT. METHODS The review was conducted and reported according to PRISMA Standards. Literature search of English articles was performed using EMBASE, MEDLINE, CINAHL EBSCOhost, ERIC EBSCOhost, Cochrane CENTRAL, Web of Science and Google Scholar databases until November 2019. Study selection, data extraction and study appraisal were performed independently by two authors. Articles were assessed for methodological quality using the Medical Education Research Study Quality Instrument and the Cochrane Collaboration's tool for assessing the risk of bias. For quantitative analysis, studies were grouped based on relative between-intervention differences in instructional methods and type of control conditions. RESULTS A total of 3934 citations were obtained of which 67 underwent a full-text review. Ultimately, 13 randomised controlled trials were included in the meta-analysis. When interactive, stereoscopic 3D models were compared to interactive, monoscopic 3D models within a single level of instructional design, for example isolating stereopsis as the only true manipulated element in the experimental design, an effect size [ES] of 0.53 (95% confidence interval [CI] 0.26-0.80; P < .00001) was found. In comparison with 2D images within multiple levels of instructional design, an effect size of 0.45 (95% CI 0.10-0.81; P < .002) was found. Stereopsis had no effect on learning when utilised with non-interactive 3D images (ES = -0.87, 95% CI -2.09-0.35; P = .16). CONCLUSION Stereopsis is an important distinguishing element of 3DVT that has a significant positive effect on acquisition of anatomical knowledge when utilised within an interactive 3D environment. A distinction between stereoscopic and monoscopic 3DVT is essential to make in anatomical education and research.
Collapse
Affiliation(s)
- Katerina Bogomolova
- Department of SurgeryFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
- Faculty of MedicineCenter for Innovation of Medical EducationLeiden University Medical CenterLeidenThe Netherlands
- Faculty of MedicineInstitute for Medical Education Research RotterdamRotterdam Erasmus University Medical CenterRotterdamThe Netherlands
| | - Beerend P. Hierck
- Faculty of MedicineCenter for Innovation of Medical EducationLeiden University Medical CenterLeidenThe Netherlands
- Department of Anatomy and EmbryologyFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
- Leiden Teachers’ AcademyLeiden UniversityLeidenThe Netherlands
- Department of Medical Statistics and BioinformaticsFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
| | - Agnes E. M. Looijen
- Faculty of MedicineInstitute for Medical Education Research RotterdamRotterdam Erasmus University Medical CenterRotterdamThe Netherlands
| | - Johanne N. M. Pilon
- Faculty of MedicineInstitute for Medical Education Research RotterdamRotterdam Erasmus University Medical CenterRotterdamThe Netherlands
| | - Hein Putter
- Department of Medical Statistics and BioinformaticsFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
| | - Bruce Wainman
- Department of Pathology and Molecular MedicineFaculty of Health SciencesMcMaster UniversityHamiltonONCanada
| | - Steven E. R. Hovius
- Department of Plastic and Reconstructive SurgeryFaculty of MedicineRadboud University Medical CenterNijmegenThe Netherlands
| | - Jos A. van der Hage
- Department of SurgeryFaculty of MedicineLeiden University Medical CenterLeidenThe Netherlands
- Faculty of MedicineCenter for Innovation of Medical EducationLeiden University Medical CenterLeidenThe Netherlands
| |
Collapse
|
36
|
Hernandez T, Magid MS, Polydorides AD. Assessment Question Characteristics Predict Medical Student Performance in General Pathology. Arch Pathol Lab Med 2021; 145:1280-1288. [PMID: 33450752 DOI: 10.5858/arpa.2020-0624-oa] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/22/2020] [Indexed: 11/06/2022]
Abstract
CONTEXT.— Evaluation of medical curricula includes appraisal of student assessments in order to encourage deeper learning approaches. General pathology is our institution's 4-week, first-year course covering universal disease concepts (inflammation, neoplasia, etc). OBJECTIVE.— To compare types of assessment questions and determine which characteristics may predict student scores, degree of difficulty, and item discrimination. DESIGN.— Item-level analysis was employed to categorize questions along the following variables: type (multiple choice question or matching answer), presence of clinical vignette (if so, whether simple or complex), presence of specimen image, information depth (simple recall or interpretation), knowledge density (first or second order), Bloom taxonomy level (1-3), and, for the final, subject familiarity (repeated concept and, if so, whether verbatim). RESULTS.— Assessments comprised 3 quizzes and 1 final exam (total 125 questions), scored during a 3-year period (total 417 students) for a total 52 125 graded attempts. Overall, 44 890 attempts (86.1%) were correct. In multivariate analysis, question type emerged as the most significant predictor of student performance, degree of difficulty, and item discrimination, with multiple choice questions being significantly associated with lower mean scores (P = .004) and higher degree of difficulty (P = .02), but also, paradoxically, poorer discrimination (P = .002). The presence of a specimen image was significantly associated with better discrimination (P = .04), and questions requiring data interpretation (versus simple recall) were significantly associated with lower mean scores (P = .003) and a higher degree of difficulty (P = .046). CONCLUSIONS.— Assessments in medical education should comprise combinations of questions with various characteristics in order to encourage better student performance, but also obtain optimal degrees of difficulty and levels of item discrimination.
Collapse
Affiliation(s)
- Tahyna Hernandez
- From the Department of Pathology, Molecular and Cell Based Medicine, Icahn School of Medicine at Mount Sinai, New York, New York (Hernandez, Polydorides)
| | - Margret S Magid
- the Department of Pathology, New York University Grossman School of Medicine, New York, New York (Magid)
| | - Alexandros D Polydorides
- From the Department of Pathology, Molecular and Cell Based Medicine, Icahn School of Medicine at Mount Sinai, New York, New York (Hernandez, Polydorides)
| |
Collapse
|
37
|
Zibis A, Mitrousias V, Varitimidis S, Raoulis V, Fyllos A, Arvanitis D. Musculoskeletal anatomy: evaluation and comparison of common teaching and learning modalities. Sci Rep 2021; 11:1517. [PMID: 33452299 PMCID: PMC7810993 DOI: 10.1038/s41598-020-80860-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Accepted: 12/14/2020] [Indexed: 11/09/2022] Open
Abstract
Anatomy teaching has traditionally been based on dissection. However, alternative teaching modalities constantly emerge, the use of which along with a decrease in teaching hours has brought the anatomy knowledge of students and young doctors into question. In this way, the goal of the present study is to a. compare the efficacy of the most common teaching modalities and b. investigate students' perceptions on each modality. In total, 313 medical students were taught gross anatomy of the upper limb, using four different learning modalities: dissection (n = 80), prosections (n = 77), plastic models (n = 84) and 3D anatomy software (n = 72). Students' knowledge was examined by 100 multiple-choice and tag questions followed by an evaluation questionnaire. Regarding performance, the dissection and the 3D group outperformed the prosection and the plastic models group in total and multiple-choice questions. The performance of the 3D group in tag questions was also statistically significantly higher compared to the other three groups. In the evaluation questionnaire, dissection outperformed the rest three modalities in questions assessing students' satisfaction, but also fear or stress before the laboratory. Moreover, dissection and 3D software were considered more useful when preparing for clinical activities. In conclusion, dissection remains first in students' preferences and achieves higher knowledge acquisition. Contemporary, 3D anatomy software are considered equally important when preparing for clinical activities and mainly favor spatial knowledge acquisition. Prosections could be a valuable alternative when dissection is unavailable due to limited time or shortage of cadavers. Plastic models are less effective in knowledge acquisition but could be valuable when preparing for cadaveric laboratories. In conclusion, the targeted use of each learning modality is essential for a modern medical curriculum.
Collapse
Affiliation(s)
- Aristeidis Zibis
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Panepistimion 3st Biopolis, 41110, Larissa, Greece.
| | - Vasileios Mitrousias
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Panepistimion 3st Biopolis, 41110, Larissa, Greece.
| | - Sokratis Varitimidis
- Department of Orthopaedic Surgery, Faculty of Medicine, University of Thessaly, 41110, Larissa, Greece
| | - Vasileios Raoulis
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Panepistimion 3st Biopolis, 41110, Larissa, Greece
| | - Apostolos Fyllos
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Panepistimion 3st Biopolis, 41110, Larissa, Greece
| | - Dimitrios Arvanitis
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Panepistimion 3st Biopolis, 41110, Larissa, Greece
| |
Collapse
|
38
|
Chaudhuri JD. Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection. Clin Anat 2020; 34:437-450. [PMID: 32893909 DOI: 10.1002/ca.23673] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2020] [Revised: 08/14/2020] [Accepted: 08/26/2020] [Indexed: 11/08/2022]
Abstract
The teaching of anatomy is challenging due to the constraints of material and personnel resources. Research has established that the learning preferences of students are malleable and determined by the requirements of the course. Further, drawing has been reported to aid learning in anatomy by facilitating problem solving and reducing the cognitive overload in students. Considering these issues, the aims of the study were to investigate (a) if positive changes occur in the learning styles and approaches following the incorporation of drawing during cadaveric dissection, and (b) whether they are associated with improved learning outcomes. One cohort of students in an anatomy course received training in creating scientific drawings from dissected human cadavers, while two cohorts of students did not receive such training. The learning preferences of students and their final examination grades were assessed at the commencement and conclusion of the course. Majority of student who had training in drawing transitioned from being bimodal, to trimodal or quadrimodal learners. This was associated with efficient learning approaches and a significant (p < .05) improvement in learning outcomes in these students. There were no changes in any parameters in students who had not received training in drawing. Therefore, the modulation of learning preferences of students through drawing is a pragmatic approach in anatomy teaching.
Collapse
Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine, USA
| |
Collapse
|
39
|
Mogali SR, Rotgans JI, Rosby L, Ferenczi MA, Low Beer N. Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students' Performance and Drive for Learning? ANATOMICAL SCIENCES EDUCATION 2020; 13:581-590. [PMID: 31733172 DOI: 10.1002/ase.1931] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2019] [Revised: 11/05/2019] [Accepted: 11/13/2019] [Indexed: 05/24/2023]
Abstract
Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017-2018. Both assessment formats were undertaken online, but the formative mode used a team-based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students' performance in summative examinations; and (3) students' opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students' performance in anatomy practical and year-end summative examinations of cohorts AY 2015-2016, AY 2016-2017 (summative format), and AY 2017-2018 (formative format). There were no significant differences in students' performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team-based learning style practical examination enhances students' performance in summative examinations.
Collapse
Affiliation(s)
| | - Jerome I Rotgans
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
- Institute of Medical Education Research Rotterdam, Erasmus University Medical Center, Rotterdam, The Netherlands
| | - Lucy Rosby
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Michael Alan Ferenczi
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Naomi Low Beer
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| |
Collapse
|
40
|
Kurul R, Ögün MN, Neriman Narin A, Avci Ş, Yazgan B. An Alternative Method for Anatomy Training: Immersive Virtual Reality. ANATOMICAL SCIENCES EDUCATION 2020; 13:648-656. [PMID: 32163659 DOI: 10.1002/ase.1959] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2019] [Revised: 03/04/2020] [Accepted: 03/10/2020] [Indexed: 06/10/2023]
Abstract
The aim of this study was to investigate the effect of immersive three-dimensional (3D) interactive virtual reality (VR) on anatomy training in undergraduate physical therapy students. A total of 72 students were included in the study. The students were randomized into control (n = 36) and VR (n = 36) group according to the Kolb Learning Style Inventory, sex, and Purdue Spatial Visualization Test Rotations (PSVT-R). Each student completed a pre-intervention and post-intervention test, consisting of 15 multiple-choice questions. There was no significant difference between the two groups in terms of age, sex, Kolb Learning Style Inventory distribution, and the PSVT-R (P > 0.05). The post-test scores were significantly higher compared to pre-test scores in both the VR group (P < 0.001) and the control group (P < 0.001). The difference between the pre-test and post-test results was found to be significantly higher in favor of the VR group (P < 0.001). In this study, anatomy training with a 3D immersive VR system was found to be beneficial. These results suggest that VR systems can be used as an alternative method to the conventional anatomy training approach for health students.
Collapse
Affiliation(s)
- Ramazan Kurul
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Muhammed Nur Ögün
- Department of Neurology, Faculty of Medicine, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Ayşe Neriman Narin
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Şebnem Avci
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Bolu Abant Izzet Baysal University, Bolu, Turkey
| | - Beyza Yazgan
- Department of Physical Therapy and Rehabilitation, Faculty of Health Sciences, Gazi University, Ankara, Turkey
| |
Collapse
|
41
|
Lorenzo-Alvarez R, Rudolphi-Solero T, Ruiz-Gomez MJ, Sendra-Portero F. Game-Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life. ANATOMICAL SCIENCES EDUCATION 2020; 13:602-617. [PMID: 31665564 DOI: 10.1002/ase.1927] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2018] [Revised: 10/15/2019] [Accepted: 10/24/2019] [Indexed: 05/22/2023]
Abstract
Game-based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition-based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium-term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third-year medical students voluntarily participated in an online game based on self-guided presentations and multiple-choice tests over six 6-day stages. Participants and non-participants were invited to perform an evaluation questionnaire about the experience and a post-exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10-point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post-exposure test than non-participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game-based learning within Second Life is an effective and well-accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium-term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non-participants.
Collapse
Affiliation(s)
| | | | - Miguel J Ruiz-Gomez
- Department of Radiology and Physical Medicine, University of Málaga, Málaga, Spain
| | | |
Collapse
|
42
|
Mitrousias V, Karachalios TS, Varitimidis SE, Natsis K, Arvanitis DL, Zibis AH. Anatomy Learning from Prosected Cadaveric Specimens Versus Plastic Models: A Comparative Study of Upper Limb Anatomy. ANATOMICAL SCIENCES EDUCATION 2020; 13:436-444. [PMID: 31251473 DOI: 10.1002/ase.1911] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/15/2019] [Revised: 06/22/2019] [Accepted: 06/25/2019] [Indexed: 06/09/2023]
Abstract
Human cadaveric prosections are a traditional, effective, and highly appreciated modality of anatomy learning. Plastic models are an alternative teaching modality, though few studies examine their effectiveness in learning of upper limb musculoskeletal anatomy. The purpose of this study is to investigate which modality is associated with a better outcome, as assessed by students' performance on examinations. Overall, 60 undergraduate medical students without previous knowledge of anatomy participated in the study. Students were assigned into two groups. Group 1 attended lectures and studied from cadaveric prosections (n = 30) and Group 2 attended lectures and used plastic models in the laboratory (n = 30). A knowledge assessment, including examination with tag questions (spot test) and written multiple-choice questions, was held after the end of the study. Students' perceptions were also investigated via an anonymous questionnaire. No significant difference in students' performance was observed between the group using prosections and the group using plastic models (32.2 ± 14.7 vs 35.0 ± 14.8, respectively; P = 0.477). Similarly, no statistically significant difference was found regarding students' satisfaction from using each learning modality (P = 0.441). Plastic models may be a valuable supplementary modality in learning upper limb musculoskeletal anatomy, despite their limitations. Easy to use and with no need for maintaining facilities, they are highly appreciated by students and can be useful when preparing for the use of cadaveric specimens.
Collapse
Affiliation(s)
- Vasileios Mitrousias
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Larissa, Greece
| | - Theofilos S Karachalios
- Department of Orthopaedic Surgery, Faculty of Medicine, University of Thessaly, Larissa, Greece
| | - Sokratis E Varitimidis
- Department of Orthopaedic Surgery, Faculty of Medicine, University of Thessaly, Larissa, Greece
| | - Konstantinos Natsis
- Department of Anatomy and Surgical Anatomy, School of Medicine, Faculty of Health and Sciences, Aristotle University of Thessaloniki, Thessaloniki, Greece
| | | | - Aristeidis H Zibis
- Department of Anatomy, Faculty of Medicine, University of Thessaly, Larissa, Greece
| |
Collapse
|
43
|
Hulme AK, Luo K, Štrkalj G. Musculoskeletal Anatomy Knowledge Retention in the Macquarie University Chiropractic Program: A Cross-Sectional Study. ANATOMICAL SCIENCES EDUCATION 2020; 13:182-191. [PMID: 30920180 DOI: 10.1002/ase.1879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Revised: 03/20/2019] [Accepted: 03/21/2019] [Indexed: 06/09/2023]
Abstract
Attrition of anatomy knowledge has been an area of concern in health professions curricula. To ensure safe and effective clinical practice, the study of chiropractic requires a good knowledge of musculoskeletal anatomy. In this study, musculoskeletal limb knowledge retention was investigated among students in the 5-year chiropractic program at Macquarie University, Australia. A test of 20 multiple-choice questions, categorized into low-order (LO) and high-order (HO) cognitive ability according to Bloom's Taxonomy, was developed. Students enrolled in the program were invited to participate with 257 of the 387 choosing to participate, (response rate ranging 56%-72% per year level). No attrition of knowledge across the years was observed, instead, a significant increase in knowledge, measured by total LO and HO scores (P < 0.0005), throughout the program. There were significant increases in both low and high cognitive scores which were not uniform, with high-order scores increasing significantly in the last two year levels. The increase of knowledge, may be explained, at least partially, by the vertical and horizontal integrated curriculum. Retrieval of knowledge, especially in clinically applied formats, may have led to an enhanced ability to apply anatomy knowledge and account for the increased scores in the high-order knowledge seen in the later clinical years. Evaluating anatomy knowledge retention at different cognitive levels seems to provide a better assessment and is worth considering in future anatomy educational research.
Collapse
Affiliation(s)
- Anneliese K Hulme
- Faculty of Science and Engineering, Department of Chiropractic, Macquarie University, Sydney, Australia
| | - Kehui Luo
- Faculty of Science and Engineering, Department of Mathematics and Statistics, Macquarie University, Sydney, Australia
| | - Goran Štrkalj
- Faculty of Science and Engineering, Department of Chiropractic, Macquarie University, Sydney, Australia
| |
Collapse
|
44
|
Thompson AR, Marshall AM. Participation in Dissection Affects Student Performance on Gross Anatomy Practical and Written Examinations: Results of a Four-Year Comparative Study. ANATOMICAL SCIENCES EDUCATION 2020; 13:30-36. [PMID: 30661304 DOI: 10.1002/ase.1859] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2018] [Revised: 01/03/2019] [Accepted: 01/05/2019] [Indexed: 06/09/2023]
Abstract
The role of human dissection in modern medical curricula has been a topic of intense debate. In part, this is because dissection can be time-consuming and curricular hours are being monitored more carefully. This has led some to question the efficacy and importance of dissection as a teaching method. While this topic has received considerable attention in the literature, the question of how dissection impacts learning has been difficult to evaluate in a real-world, high-stakes setting since participation in dissection is often one of many variables. In this study, this challenge was overcome due to a change in the curriculum of a Special Master Program (SMP) that permitted a comparison between two years of students that learned anatomy using prosection only and two years of students that participated in dissection laboratories. Since each class of SMP students took courses in the medical school, and the medical school anatomy curriculum was constant, medical student performance served as a control throughout the study period. Results demonstrate that SMP students who learned through prosection had lower performance on anatomy practical and written examinations compared to medical students. When the SMP program changed and students started participating in dissection, there were measurable improvements in both practical and written examinations. These findings provide evidence of dissection's role in learning and applying anatomy knowledge both within and outside the gross anatomy laboratory.
Collapse
Affiliation(s)
- Andrew R Thompson
- Department of Medical Education, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Aaron M Marshall
- Department of Medical Education, University of Cincinnati College of Medicine, Cincinnati, Ohio
| |
Collapse
|
45
|
Thompson KL, Gendreau JL, Strickling JE, Young HE. Cadaveric Dissection in Relation to Problem-Based Learning Case Sequencing: A Report of Medical Student Musculoskeletal Examination Performances and Self-Confidence. ANATOMICAL SCIENCES EDUCATION 2019; 12:619-626. [PMID: 31069967 DOI: 10.1002/ase.1891] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2018] [Revised: 05/03/2019] [Accepted: 05/03/2019] [Indexed: 06/09/2023]
Abstract
Mercer University School of Medicine utilizes a problem-based learning (PBL) curriculum for educating medical students in the basic clinical sciences. In 2014, an adjustment was piloted that enabled PBL cases to align with their corresponding cadaver dissection that reviewed the content of anatomy contained in the PBL cases. Faculty had the option of giving PBL cases in sequence with the cadaveric dissection schedule (sequential group) or maintaining PBL cases out of sequence with dissections (traditional group). During this adjustment, students' academic performances were compared. Students' perception of their own preparedness for cadaveric dissection, their perceived utility of the cadaver dissections, and free-response comments were solicited via an online survey. There were no statistically significant differences when comparing student mean examination score values between the sequential and traditional groups on both multidisciplinary examinations (79.39 ± 7.63 vs. 79.88 ± 7.31, P = 0.738) and gross anatomy questions alone (78.15 ± 10.31 vs. 79.98 ± 9.31, P = 0.314). A statistically significant difference was found between the sequential group's and traditional group's (63% vs. 29%; P = 0.005) self-perceived preparedness for cadaveric dissections in the 2017 class. Analysis of free-response comments found that students in the traditional group believed their performance in PBL group, participation in PBL group and examination performance was adversely affected when compared to students with the sequential schedule. This study provides evidence that cadaveric dissections scheduled in sequence with PBL cases can lead to increased student self-confidence with learning anatomy but may not lead to improved examination scores.
Collapse
Affiliation(s)
- Kristjan L Thompson
- Department of Biomedical Sciences, Mercer University School of Medicine, Savannah, Georgia
| | | | | | - Henry E Young
- Department of Biomedical Sciences, Mercer University School of Medicine, Savannah, Georgia
- Dragonfly Foundation for Research and Development, Macon, Georgia
| |
Collapse
|
46
|
Gentile M, Melovitz-Vasan C, Huff S, Vasan N. The Utilization of ExamSoft®-iPad® Technology in Administering and Grading Anatomy Practical Examinations. MEDICAL SCIENCE EDUCATOR 2019; 29:831-840. [PMID: 34457548 PMCID: PMC8368944 DOI: 10.1007/s40670-019-00750-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This article provides a detailed, step-by-step description of the introduction of technology (iPad® use of ExamSoft® web-based assessment software) for administering and grading cadaver-oriented anatomy practical examinations. We explain the advantages of computer-based testing in the delivery and grading of practical examinations, including minimizing human error inherent in hand grading, improving the efficiency of reporting, and mapping the examination to course objectives. Furthermore, item analysis (including item difficulty, discrimination indices, and point biserial correlations) allows evaluation of laboratory teaching and testing and monitoring of the curriculum. We also address how the advantages of this format override any limitation, such as cost. In conclusion, we describe our future directions and how others could adopt this approach.
Collapse
Affiliation(s)
- Matthew Gentile
- Office of Medical Education, Cooper Medical School of Rowan University, Camden, NJ USA
| | - Cheryl Melovitz-Vasan
- Department of Biomedical Sciences, Cooper Medical School of Rowan University, 401 South Broadway, Camden, 08103 USA
| | - Susan Huff
- Office of Medical Education, Cooper Medical School of Rowan University, Camden, NJ USA
| | - Nagaswami Vasan
- Department of Biomedical Sciences, Cooper Medical School of Rowan University, 401 South Broadway, Camden, 08103 USA
| |
Collapse
|
47
|
White LJ, McGowan HW, McDonald AC. The Effect of Content Delivery Style on Student Performance in Anatomy. ANATOMICAL SCIENCES EDUCATION 2019; 12:43-51. [PMID: 29648679 DOI: 10.1002/ase.1787] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2017] [Revised: 01/17/2018] [Accepted: 03/18/2018] [Indexed: 06/08/2023]
Abstract
The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists.
Collapse
Affiliation(s)
- Lloyd J White
- Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering. La Trobe University, Bundoora, Victoria, Australia
| | - Heath W McGowan
- Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering. La Trobe University, Bundoora, Victoria, Australia
| | - Aaron C McDonald
- Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering. La Trobe University, Bundoora, Victoria, Australia
| |
Collapse
|
48
|
Day LJ. A gross anatomy flipped classroom effects performance, retention, and higher-level thinking in lower performing students. ANATOMICAL SCIENCES EDUCATION 2018; 11:565-574. [PMID: 29356452 DOI: 10.1002/ase.1772] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2017] [Revised: 12/27/2017] [Accepted: 12/29/2017] [Indexed: 06/07/2023]
Abstract
A flipped classroom is a growing pedagogy in higher education. Many research studies on the flipped classroom have focused on student outcomes, with the results being positive or inconclusive. A few studies have analyzed confounding variables, such as student's previous achievement, or the impact of a flipped classroom on long-term retention and knowledge transfer. In the present study, students in a Doctor of Physical Therapy program in a traditional style lecture of gross anatomy (n = 105) were compared to similar students in a flipped classroom (n = 112). Overall, students in the flipped anatomy classroom had an increase in semester average grades (P = 0.01) and performance on higher-level analytical questions (P < 0.001). Long-term retention and knowledge transfer was analyzed in a subsequent semester's sequenced kinesiology course, with students from the flipped anatomy classroom performing at a higher level in kinesiology (P < 0.05). Student's pre-matriculation grade point average was also considered. Previously lower performing students, when in a flipped anatomy class, outperformed their traditional anatomy class counterparts in anatomy semester grades (P < 0.05), accuracy on higher-level analytical anatomy multiple-choice questions (P < 0.05) and performance in subsequent course of kinesiology (P < 0.05). This study suggests that the flipped classroom may benefit lower performing student's knowledge acquisition and transfer to a greater degree than higher performing students. Future studies should explore the underlying reasons for improvement in lower performing students.
Collapse
Affiliation(s)
- Leslie J Day
- Department of Physical Therapy, Movement and Rehabilitation Sciences, Bouve College of Health Sciences, Northeastern University, Boston, Massachusetts
| |
Collapse
|
49
|
Verenna AMA, Noble KA, Pearson HE, Miller SM. Role of comprehension on performance at higher levels of Bloom's taxonomy: Findings from assessments of healthcare professional students. ANATOMICAL SCIENCES EDUCATION 2018; 11:433-444. [PMID: 29346708 DOI: 10.1002/ase.1768] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2016] [Revised: 11/17/2017] [Accepted: 12/16/2017] [Indexed: 05/25/2023]
Abstract
The first four levels of Bloom's taxonomy were used to create quiz questions designed to assess student learning of the gross anatomy, histology, and physiology of the gastrointestinal (GI) system. Information on GI histology and physiology was presented to separate samples of medical, dental, and podiatry students in computer based tutorials where the information from the two disciplines was presented either separately or in an integrated fashion. All students were taught GI gross anatomy prior to this study by course faculty as part of the required curriculum of their respective program. Student responses to the quiz questions were analyzed to assess both the validity of Bloom's cumulative hierarchy and the effectiveness of an integrated curriculum. No statistically significant differences were found between quiz scores from students who received the integrated tutorial and from those who received the separate tutorials. Multiple regression analyses provided partial support for a cumulative hierarchy where scores on the lower levels of Bloom's taxonomy predicted scores on higher levels. Notably, in the majority of regression analyses, the comprehension score was the key foundational predictor for application and analysis scores. This study supports the suggestion that educators increase the number of comprehension level questions, even at the expense of knowledge level questions, in course assessments both to evaluate lower order cognitive skills and also as a predictor of success on questions requiring application and analysis levels of the higher order cognitive skills of Bloom's taxonomy. Anat Sci Educ 11: 433-444. © 2018 American Association of Anatomists.
Collapse
Affiliation(s)
- Anne-Marie A Verenna
- Department of Anatomy and Cell Biology, Lewis Katz School of Medicine, Temple University Philadelphia, Philadelphia, Pennsylvania
- STEM Division, Department of Biology, Delaware County Community College, Media, Pennsylvania
| | - Kim A Noble
- Widener University School of Nursing, Chester, Pennsylvania
| | - Helen E Pearson
- Department of Anatomy and Cell Biology, Lewis Katz School of Medicine, Temple University Philadelphia, Philadelphia, Pennsylvania
| | - Susan M Miller
- Department of Education and Society, Miami University Regionals, Middletown, Ohio
- Department of Educational Psychology, Miami University, Oxford, Ohio
| |
Collapse
|
50
|
Mitrousias V, Varitimidis SE, Hantes ME, Malizos KN, Arvanitis DL, Zibis AH. Anatomy learning from prosected cadaveric specimens versus three-dimensional software: A comparative study of upper limb anatomy. Ann Anat 2018; 218:156-164. [DOI: 10.1016/j.aanat.2018.02.015] [Citation(s) in RCA: 26] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2017] [Revised: 02/09/2018] [Accepted: 02/21/2018] [Indexed: 11/24/2022]
|