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Formative Assessments in Anatomy: Promoting Self‐Directed Learning with Self‐Assessment
Author(s) -
Lee Vaughan,
Higgins Katie,
Schneider Brandt
Publication year - 2017
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.31.1_supplement.392.5
Subject(s) - formative assessment , summative assessment , medical education , tracking (education) , curriculum , likert scale , psychology , metacognition , comprehension , mathematics education , medicine , computer science , pedagogy , cognition , developmental psychology , neuroscience , programming language
In the past decade, reduced curricular time, decreasing numbers of anatomy faculty, and the demand for self‐directed learning activities have been major drivers in anatomical curriculum redesign. At TTUHSC we have developed a battery of formative assessments to improve the efficiency of anatomical education and promote metacognition (thinking about how we learn). Specifically, in the 2016–2017 Clinically Oriented Anatomy course at TTUHSC/SOM we instituted daily student audience response questions in lectures, weekly quizzes, unit practice written exams, unit practice practical exams, and group and individual practical quizzes following peer‐taught laboratory sessions. Preliminary evaluation of this initiative reveals: 1) Formative assessments were used by a majority of the class, (written, 85–93%; practical 70–74%); 2) Summative exam scores were 8–10 points higher than their formative counterparts suggesting that students successfully used these educational tools and self‐directed learning to improve their anatomical comprehension; and 3) Tracking formative performance may identify academically at risk students in time for successful interventions. Student evaluation of the formative written and practical assessments was very favorable, 4.26 and 3.7 (5pt Likert), respectively. Detailed analyses of preliminary data, outcomes, limitations and future plans will be presented. Support or Funding Information This project was funded by the TTUHSC/SOM.