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PERFORMANCE IN GROSS ANATOMY AND IDENTIFICATION OF STUDENTS NEEDING ASSISTANCE/GUIDANCE IN LEARNING
Author(s) -
Zill Sasha
Publication year - 2016
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.30.1_supplement.lb7
Subject(s) - gross anatomy , gross motor skill , test (biology) , class (philosophy) , terminology , medical education , medicine , identification (biology) , anatomy , medical physics , psychology , computer science , biology , artificial intelligence , neuroscience , motor skill , paleontology , linguistics , philosophy , botany
Goal The goal of this study is to improve teaching of Gross Anatomy to first year medical students and enhance performance on Step 1 Board Examinations by utilizing questions on Anatomy written examinations as a metric for early identification of students needing assistance/guidance in learning. Methods The data base was derived from tests given to first year medical students as part of training in a required course in Gross Anatomy. Multiple choice questions (written by the investigator) were part of written examinations given in different body regions. The specific questions were in the areas of: General Introduction to the Nervous System; Anatomy of the Lower Extremity; Anatomy of Head and Neck. Student scores on specific questions were analyzed from records kept by investigator. Data on class performance in subsequent Step 1 Board Examinations were derived from reports generated by our school. Results Comparison of the mean scores on written examinations in Gross Anatomy showed no clear relationship with subsequent performance of the classes on Step 1 National Board Examinations. However, there was a significant correlation between the number of students having difficulty with Gross Anatomy and subsequent board exam performance (P = <0.0001, Student's T test). Discussion The results to date indicate that performance on questions in Gross Anatomy examinations may be a useful metric in identifying students that may require assistance in learning body structure and medical terminology. The lack of correlation of overall performance in Gross Anatomy and Board exams could readily reflect the decrease in the number questions that directly test anatomical knowledge. However, it is important note that the mean performance of classes on the Gross Anatomy examinations was quite high and the many questions were asked repeatedly with no attempt to make them more discriminative. The specific causes of difficulties encountered by some students are unclear but may reflect their academic background and extent of training in Anatomy prior to entrance into medical school. Overall, these results suggest that analysis of questions in Gross Anatomy may be of considerable utility in early identification students and remediation of students that have difficulty in the basic core of knowledge and language of medicine.