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Tubbs RM, White F, Rotundo N, Heard-Booth A. Collaborative Assessment in the Gross Anatomy Lab. MEDICAL SCIENCE EDUCATOR 2024; 34:57-69. [PMID: 38510406 PMCID: PMC10948708 DOI: 10.1007/s40670-023-01908-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/28/2023] [Indexed: 03/22/2024]
Abstract
Purpose In 2018, the Michigan State University College of Human Medicine incorporated two-stage examinations into the gross anatomy curriculum. Multiple studies have investigated two-stage examinations and have largely reported positive findings. Here, we used a mixed-methods approach to further investigate the feasibility and student perceptions of the two-stage examination in the context of a medical school curriculum that emphasizes longitudinal group-based learning and formative assessments. Methods Three student cohorts were assessed with a formative two-stage examination at the end of their first-year anatomy experience. Data for the quantitative analysis included examination scores from the individual and group portions of the two-stage examination. For the qualitative stage of this project, we utilized a constructivist grounded theory methodology in which data, including both post-examination survey results and one-on-one semi-structured student interviews, were transcribed (interviews), coded, inductively and iteratively reviewed, and thematically interpreted. Results Survey and interview results revealed an overwhelmingly positive perception of the collaborative assessment experience. Student comments demonstrated educational value in the immediate feedback provided by this examination format and suggested that collaboration during the examination transformed the assessment into a learning experience. Conclusions While two-stage examinations have the potential to positively transform an assessment into a learning experience, we also identified complex relationships between content knowledge and anxiety that may affect student perceptions. In addition, examination logistics (e.g., curricular timing) have the potential to negatively affect student perceptions, indicating that faculty should consider these factors when implementing collaborative assessments into their curriculum.
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Affiliation(s)
- Ryan Maureen Tubbs
- Michigan State University College of Human Medicine, Grand Rapids, MI USA
| | - Felicia White
- Michigan State University College of Human Medicine, Grand Rapids, MI USA
- Department of Pediatrics, Corewell Health Helen DeVos Children’s Hospital, Grand Rapids, MI USA
| | - Nathan Rotundo
- Michigan State University College of Human Medicine, Grand Rapids, MI USA
- Present Address: Internal Medicine and Pediatrics, University of Rochester Medical Center, Rochester, NY USA
| | - Amber Heard-Booth
- Michigan State University College of Human Medicine, Grand Rapids, MI USA
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VanLeuven AJ, Szymik BG, Ramsey LM, Hesse DW. A multi-year evaluation of medical student performance on and perceptions of collaborative gross anatomy laboratory examinations. ANATOMICAL SCIENCES EDUCATION 2023; 16:557-566. [PMID: 36102481 DOI: 10.1002/ase.2223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Revised: 08/29/2022] [Accepted: 09/10/2022] [Indexed: 05/11/2023]
Abstract
Collaborative testing and its benefits have been reported in diverse disciplines across different types of academic institutions. However, there has been minimal research conducted on collaborative assessments in medical schools, particularly in the gross anatomy laboratory. The objectives of this study were to explore the effect of collaborative anatomy laboratory examinations on student performance and to gauge student perceptions of this assessment format. This study examined five academic years of medical students' performance on a two-stage, collaborative anatomy laboratory examination wherein each student's overall score was a weighted combination of scores from the individual and team examination. Analyses of a descriptive survey capturing students' perceptions of the assessment method were also performed. Individual examination averages increased since implementing the collaborative assessment (p < 0.001), and team examination averages were higher than individual examination averages (p < 0.001). Teams outperformed each of their team members 98% of the time. Teams had a greater than 0.90 incidence of answering a question correctly if more than one person in the group got the answer correct on the individual portion, and a 0.66 incidence of answering correctly if only one person in their group answered correctly on the individual portion. Student feedback identified the discussions and learning that took place during the team portion to be a beneficial feature of this assessment format. Students also reported that this collaborative assessment made them feel a higher level of responsibility to perform well, and that it improved their understanding of gross anatomy.
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Affiliation(s)
- Ariel J VanLeuven
- Department of Cellular Biology and Anatomy, Medical College of Georgia at Augusta University, Augusta, Georgia, USA
- Augusta University/University of Georgia Medical Partnership, Athens, Georgia, USA
| | - Brett G Szymik
- Department of Cellular Biology and Anatomy, Medical College of Georgia at Augusta University, Augusta, Georgia, USA
- Augusta University/University of Georgia Medical Partnership, Athens, Georgia, USA
| | - Lynn M Ramsey
- Office of Educational Enrichment, Augusta University/University of Georgia Medical Partnership, Athens, Georgia, USA
| | - DeLoris Wenzel Hesse
- Augusta University/University of Georgia Medical Partnership, Athens, Georgia, USA
- Department of Cellular Biology, Franklin College of Art and Sciences, University of Georgia, Athens, Georgia, USA
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Bentley DC, Attardi SM, Faul J, Melo V, Palmer C. Two-stage collaborative group testing does not improve retention of anatomy among students studying medical radiation technology. J Med Imaging Radiat Sci 2021; 52:S96-S109. [PMID: 34583909 DOI: 10.1016/j.jmir.2021.08.017] [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: 06/30/2021] [Revised: 08/19/2021] [Accepted: 08/28/2021] [Indexed: 10/20/2022]
Abstract
INTRODUCTION Two-stage collaborative group testing is an assessment format where students first complete a summative assessment independently, and then immediately convene in a small group to complete the same assessment again. Research on two-stage collaborative group testing has shown that it increases immediate learning, improves communication and teamwork, and can lead to enhanced retention of course material; the latter of which is especially important for basic anatomical concepts among health care professionals such as medical radiation technologists. However, such previous research has often employed quasi-experimental designs that may limit both internal and external validity. METHODS Using a randomized crossover design with both quantitative and qualitative data analyses including robust intra-individual statistical comparisons, this research compared the educational impact of the two-stage collaborative group testing format (the COL condition) to traditional independent testing (the IND condition). Students (n=196) from two successive renditions of an introductory anatomy course were randomly assigned into groups of 3-5 students. Groups worked together throughout the term on various course elements, including three in-class, non-cumulative term tests (TTs). After practicing the collaborative format during TT1, during TT2 half the groups were assigned to the COL condition while the other half were assigned to the IND condition. Groups crossed over for TT3. All students completed a cumulative final examination independently, with performance data from that examination coded and extracted according to previous TT condition. Educational impact was evaluated as both immediate learning (by comparing IND and COL performance on the associated TT) as well as retention (by comparing final examination performance for topics previously IND tested versus previously COL tested). Students' qualitative reflections were coded into categories and juxtaposed against quantitative Likert-style feedback to comprehensively explore students' perception of the testing format for evidence of enjoyment, acceptability, and influence on relevant CAMRT professional competencies. RESULTS 167 students (85%) consented to data inclusion, with a final course grade of 75.5 ± 10.0%. On average, TT performance was 13.6 ± 11.6% greater on the COL test (90.4 ± 7.6%) than the IND test (76.7 ± 14.3%) (p<0.01, r = 0.76), results that support immediate learning. Contrary to expectations, final examination performance specific to the two experimental conditions was similar, with students earning an average of 69.6 ± 18.3% on questions that pertained to material they were previously IND tested on, and 67.4 ± 19.1% on questions they were previously COL tested on (ns). Students' overall perceptions of the two-stage collaborative group testing format were overwhelmingly positive, with 84% indicating a belief that the format was a constructive learning opportunity and 74% recommending continued use. Written reflections revealed that students believed that collaborative testing enhanced their learning by both clarifying previous mistakes and reinforcing correct knowledge. Relevant CAMRT professional competencies included oral communication and interprofessional skills, capacity for productive teamwork, and collaborative practice. SIGNIFICANCE Although the results of this study do not support the use of two-stage collaborative group testing for retention of course material, they simultaneously reveal how the testing structure may be uniquely beneficial to students studying within the field of medical radiation sciences while also presenting a pragmatic example of how to implement this unique testing format.
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Affiliation(s)
- Danielle C Bentley
- Division of Anatomy, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.
| | - Stefanie M Attardi
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, Michigan, USA
| | - James Faul
- Human Biology Program, Faculty of Arts & Science, University of Toronto, Toronto, Ontario, Canada
| | - Victoria Melo
- Human Biology Program, Faculty of Arts & Science, University of Toronto, Toronto, Ontario, Canada
| | - Cathryne Palmer
- Medical Radiation Sciences Program, Department of Radiation Oncology, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
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Weiskittel TM, Lachman N, Bhagra A, Andersen K, St Jeor J, Pawlina W. Team-Based Ultrasound Objective Structured Practice Examination (OSPE) in the Anatomy Course. ANATOMICAL SCIENCES EDUCATION 2021; 14:377-384. [PMID: 33710791 DOI: 10.1002/ase.2069] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2021] [Revised: 03/05/2021] [Accepted: 03/07/2021] [Indexed: 06/12/2023]
Abstract
The clinical use of ultrasound has dramatically increased, necessitating early ultrasound education and the development of new tools in ultrasound training and assessment. The goal of this study was to devise a novel low-resource examination that tested the anatomical knowledge and technical skill of early undergraduate medical students in a gross anatomy course. The team-based ultrasound objective structured practice examination (OSPE) was created as a method for assessing practical ultrasound competencies, anatomical knowledge, and non-technical skills such as teamwork and professionalism. The examination utilized a rotation of students through four team roles as they scanned different areas of the body. This station-based examination required four models and four instructors, and tested ultrasound skills in the heart, abdominal vessels, abdominal organs, and neck regions. A Likert scale survey assessed student attitudes toward the examination. Survey data from participants (n = 46) were examined along with OSPE examination grades (n = 52). Mean and standard deviations were calculated for examination items and survey responses. Student grades were high in both technical (96.5%). and professional (96.5%) competencies with structure identification scoring the lowest (93.8%). There were no statistical differences between performances in each of the body regions being scanned. The survey showed that students deemed the examination to be fair and effective. In addition, students agreed that the examination motivated them to practice ultrasound. The team-based OSPE was found to be an efficient and student-favored method for evaluating integrated ultrasound competencies, anatomical knowledge, team-work, and professional attributes.
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Affiliation(s)
- Taylor M Weiskittel
- Mayo Clinic Alix School of Medicine, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
| | - Nirusha Lachman
- Department of Clinical Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
| | - Anjali Bhagra
- Department of General Internal Medicine, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
| | - Kylie Andersen
- Mayo Clinic Alix School of Medicine, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
| | - Jeff St Jeor
- Mayo Clinic Alix School of Medicine, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
| | - Wojciech Pawlina
- Department of Clinical Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
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Laakkonen J, Muukkonen H. Fostering Students' Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine. ANATOMICAL SCIENCES EDUCATION 2019; 12:154-163. [PMID: 30053330 DOI: 10.1002/ase.1811] [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: 12/22/2017] [Revised: 05/01/2018] [Accepted: 05/30/2018] [Indexed: 06/08/2023]
Abstract
Collaborative learning has been used in anatomy courses to support students' learning of challenging topics but the success of group work depends significantly on the students' ability to communicate in a professional manner. Veterinary students' experiences with tasks related to collaborative learning and professional conduct were studied by comparing learning collaborative competences and pedagogy, as well as perceived positive and challenging aspects, in two gross anatomy courses. Both qualitative and quantitative data were collected from students' experiences of course assignments and collaboration, as well as from self-evaluated collaboration competence development. Trying things out oneself, practical application and professional conduct were positively highlighted particularly in the first-year course (myology and arthrology) group work and learning from others more in the second year (topographical anatomy). Various group work challenges, often relating to practical matters or communication, were the key concerns for students. The main difference between the two courses in learning of collaborative knowledge work competencies appeared to relate to the nature of the group work assignment. The topography course included the element of collaboration in preparing a presentation and teaching session for the rest of the class. Interestingly, students on the myology and arthrology course gave more positive comments on professional conduct than the students on the topography course despite the fact that the latter course included more practical elements relating to their future profession.
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Affiliation(s)
- Juha Laakkonen
- Department of Veterinary Biosciences, Faculty of Veterinary Medicine, University of Helsinki, Helsinki, Finland
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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.
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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
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Green RA, Whitburn LY, Zacharias A, Byrne G, Hughes DL. The relationship between student engagement with online content and achievement in a blended learning anatomy course. ANATOMICAL SCIENCES EDUCATION 2018; 11:471-477. [PMID: 29236359 DOI: 10.1002/ase.1761] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2017] [Revised: 09/24/2017] [Accepted: 11/27/2017] [Indexed: 05/22/2023]
Abstract
Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471-477. © 2017 American Association of Anatomists.
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Affiliation(s)
- Rodney A Green
- Departments of Pharmacy and Applied Science, School of Molecular Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia
| | - Laura Y Whitburn
- Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering, La Trobe University, Bundoora, Victoria, Australia
| | - Anita Zacharias
- Departments of Pharmacy and Applied Science, School of Molecular Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia
| | - Graeme Byrne
- Statistical Consulting Platform, Department of Mathematics and Statistics, School of Engineering and Mathematical Sciences, College of Science, Health and Engineering, La Trobe University Bendigo, Victoria, Australia
| | - Diane L Hughes
- Departments of Pharmacy and Applied Science, School of Molecular Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia
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Luetmer MT, Cloud BA, Youdas JW, Pawlina W, Lachman N. Simulating the multi-disciplinary care team approach: Enhancing student understanding of anatomy through an ultrasound-anchored interprofessional session. ANATOMICAL SCIENCES EDUCATION 2018; 11:94-99. [PMID: 28914990 DOI: 10.1002/ase.1731] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2017] [Revised: 06/27/2017] [Accepted: 08/23/2017] [Indexed: 06/07/2023]
Abstract
Quality of healthcare delivery is dependent on collaboration between professional disciplines. Integrating opportunities for interprofessional learning in health science education programs prepares future clinicians to function as effective members of a multi-disciplinary care team. This study aimed to create a modified team-based learning (TBL) environment utilizing ultrasound technology during an interprofessional learning activity to enhance musculoskeletal anatomy knowledge of first year medical (MD) and physical therapy (PT) students. An ultrasound demonstration of structures of the upper limb was incorporated into the gross anatomy courses for first-year MD (n = 53) and PT (n = 28) students. Immediately before the learning experience, all students took an individual readiness assurance test (iRAT) based on clinical concepts regarding the assigned study material. Students observed while a physical medicine and rehabilitation physician demonstrated the use of ultrasound as a diagnostic and procedural tool for the shoulder and elbow. Following the demonstration, students worked within interprofessional teams (n = 14 teams, 5-6 students per team) to review the related anatomy on dissected specimens. At the end of the session, students worked within interprofessional teams to complete a collaborative clinical case-based multiple choice post-test. Team scores were compared to the mean individual score within each team with the Wilcoxon signed-rank test. Students scored higher on the collaborative post-test (95.2 ±10.2%) than on the iRAT (66.1 ± 13.9% for MD students and 76.2 ±14.2% for PT students, P < 0.0001). Results suggest that this interprofessional team activity facilitated an improved understanding and clinical application of anatomy. Anat Sci Educ 11: 94-99. © 2017 American Association of Anatomists.
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Affiliation(s)
- Marianne T Luetmer
- Mayo School of Graduate Medical Education, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
| | - Beth A Cloud
- Program in Physical Therapy, Mayo Clinic School of Health Sciences, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
- Department of Physical Medicine and Rehabilitation, Mayo Clinic, Rochester, Minnesota
| | - James W Youdas
- Program in Physical Therapy, Mayo Clinic School of Health Sciences, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
- Department of Physical Medicine and Rehabilitation, Mayo Clinic, Rochester, Minnesota
| | - Wojciech Pawlina
- Department of Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
| | - Nirusha Lachman
- Department of Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota
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Fournier KA, Couret J, Ramsay JB, Caulkins JL. Using collaborative two-stage examinations to address test anxiety in a large enrollment gateway course. ANATOMICAL SCIENCES EDUCATION 2017; 10:409-422. [PMID: 28135034 DOI: 10.1002/ase.1677] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Large enrollment foundational courses are perceived as "high stakes" because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here, two-stage collaborative examinations were implemented to improve test-taking skills and address widespread test anxiety in an introductory human anatomy course. Test anxiety data were collected (using the Motivated Strategies for Learning Questionnaire) before the first examination and last examination. Most students experienced decreased test anxiety over the course of the semester; however, some students may have experienced performance limiting conditions due to test anxiety at the end of the semester based on academic ability in the course (in "C" students when compared to "A" students: P < 0.00006 and "B" students: P < 0.05), overall academic ability (in academically weaker students: P < 0.025), and demographic factors (in women: P < 0.025). The strongest performances on examinations were primarily observed in already academically strong students (mean individual performance: P < 0.000, mean group performance: P < 0.000). Furthermore, changes in test anxiety were not significantly associated with the group portion of the examinations. Patterns of changes in test anxiety over the course of the semester underscore a complex interaction between test anxiety, student background, and student performance. Results suggest that pathways for test anxiety in "high stakes" courses may be separate from the mechanisms responsible for the benefits of collaborative testing. Anat Sci Educ 10: 409-422. © 2017 American Association of Anatomists.
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Affiliation(s)
- Kimberly A Fournier
- Department of Kinesiology, College of Health Sciences, The University of Rhode Island, Kingston, Rhode Island
| | - Jannelle Couret
- Department of Biological Sciences, College of Environmental and Life Sciences, The University of Rhode Island, Kingston, Rhode Island
| | - Jason B Ramsay
- Department of Biology, Westfield State University, Westfield, Massachusetts
| | - Joshua L Caulkins
- Office for the Advancement of Teaching and Learning, The University of Rhode Island, Kingston, Rhode Island
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Green RA, Whitburn LY. Impact of introduction of blended learning in gross anatomy on student outcomes. ANATOMICAL SCIENCES EDUCATION 2016; 9:422-30. [PMID: 26929149 DOI: 10.1002/ase.1602] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2015] [Revised: 01/13/2016] [Accepted: 02/07/2016] [Indexed: 05/24/2023]
Abstract
Blended learning has become increasingly common, in a variety of disciplines, to take advantage of new technology and potentially increase the efficiency and flexibility of delivery. This study aimed to describe blended delivery of a gross anatomy course and to evaluate the effectiveness of the delivery in terms of student outcomes. A gross anatomy course for second-year physiotherapy students across two campuses was delivered in traditional face-to-face teaching mode in 2013 (n = 150 students), some online content was introduced in 2014 (n = 160) and the subject was fully blended in 2015 (n = 151). The final 'blend' consisted of one lecture per week with most content delivered using online video resources (prepared by staff using a structured peer-reviewed process) and retention of face-to-face practical classes. Outcomes evaluated included student grades, student engagement with content through online discussion forums and student feedback using both quantitative and qualitative analysis. Grades were higher in 2014 and 2015 than in 2013 (P < 0.01). There were no differences in student engagement with online discussion forums. Student feedback identified some negative comments and lower levels of intellectual stimulation (P < 0.05) with the initial introduction of online content in 2014. The fully blended version in 2015 resulted in more balanced comments about online content but higher perceived workload (P < 0.05). All cohorts listed practical classes as a major factor contributing to learning. Blended learning appears to be well-suited to gross anatomy teaching on the proviso that face-to-face practical classes are maintained, but may result in higher perceived workloads. Anat Sci Educ 9: 422-430. © 2016 American Association of Anatomists.
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Affiliation(s)
- Rodney A Green
- Department of Pharmacy and Applied Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia
| | - Laura Y Whitburn
- Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering, La Trobe University, Bundoora, Victoria, Australia
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Manyama M, Stafford R, Mazyala E, Lukanima A, Magele N, Kidenya BR, Kimwaga E, Msuya S, Kauki J. Improving gross anatomy learning using reciprocal peer teaching. BMC MEDICAL EDUCATION 2016; 16:95. [PMID: 27000752 PMCID: PMC4802611 DOI: 10.1186/s12909-016-0617-1] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2015] [Accepted: 03/16/2016] [Indexed: 05/15/2023]
Abstract
BACKGROUND The use of cadavers in human anatomy teaching requires adequate number of anatomy instructors who can provide close supervision of the students. Most medical schools are facing challenges of lack of trained individuals to teach anatomy. Innovative techniques are therefore needed to impart adequate and relevant anatomical knowledge and skills. This study was conducted in order to evaluate the traditional teaching method and reciprocal peer teaching (RPT) method during anatomy dissection. METHODS Debriefing surveys were administered to the 227 first year medical students regarding merits, demerits and impact of both RPT and Traditional teaching experiences on student's preparedness prior to dissection, professionalism and communication skills. Out of this, 159 (70 %) completed the survey on traditional method while 148 (65.2 %) completed survey on RPT method. An observation tool for anatomy faculty was used to assess collaboration, professionalism and teaching skills among students. Student's scores on examinations done before introduction of RPT were compared with examinations scores after introduction of RPT. RESULTS Our results show that the mean performance of students on objective examinations was significantly higher after introduction of RPT compared to the performance before introduction of RPT [63.7 ± 11.4 versus 58.6 ± 10, mean difference 5.1; 95 % CI = 4.0-6.3; p-value < 0.0001]. Students with low performance prior to RPT benefited more in terms of examination performance compared to those who had higher performance [Mean difference 7.6; p-value < 0.0001]. Regarding student's opinions on traditional method versus RPT, 83 % of students either agreed or strongly agreed that they were more likely to read the dissection manual before the RPT dissection session compared to 35 % for the traditional method. Over 85 % of respondents reported that RPT improved their confidence and ability to present information to peers and faculty compared to 38 % for the tradition method. The majority of faculty reported that the learning environment of the dissection groups was very active learning during RPT sessions and that professionalism was observed by most students during discussions. CONCLUSIONS Introduction of RPT in our anatomy dissection laboratory was generally beneficial to both students and faculty. Both objective (student performance) and subjective data indicate that RPT improved student's performance and had a positive learning experience impact. Our future plan is to continue RPT practice and continually evaluate the RPT protocol.
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Affiliation(s)
- Mange Manyama
- />Department of Anatomy and Cell Biology, Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Renae Stafford
- />Department of Surgery, Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Erick Mazyala
- />Department of Anatomy and Cell Biology, Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Anthony Lukanima
- />Department of Anatomy and Cell Biology, Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Ndulu Magele
- />Department of Anatomy and Cell Biology, Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Benson R. Kidenya
- />Department of Biochemistry and Molecular Biology, Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Emmanuel Kimwaga
- />Department of Anatomy and Cell Biology, Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Sifael Msuya
- />Department of Anatomy and Cell Biology, Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Julius Kauki
- />Kilimanjaro Christian Medical University College, Moshi, Tanzania
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