Collaborative Key Features Problems in Anatomy: Assessment drives clinical decision making and anatomical learning.

This study evaluated the effectiveness of using key features problems (KFP) to drive learning and assess medical students’ abilities to use anatomical knowledge for making sound clinical decisions. KFP is a validated clinical‐decision assessment technique in which examinees select their responses from prepared lists of options, containing correct responses, synonyms, incorrect responses, and common misconceptions. Students completed a unit KFP quiz using individual efforts and then immediately retook the same KFP quiz using small group discussions. Performance on the collaborative exams was higher (P < 0.01) than on the individual‐effort exams and higher on unit examination questions that related to content learned from KFPs than compared to previous years that did not use the KFP approach. Performance on questions on the final comprehensive exam related to content learned by the KFP was predicted to be higher than on other parts of the final exam. Acceptance of the KFP approach was measured through a questionnaire. These results suggest that the KFP approach improved learning and retention of anatomical concepts and supports the hypothesis that good assessment drives learning.