Do collaborative practical tests encourage student-centered active learning of gross anatomy?

Area of Science:

• Anatomy Education
• Medical Education
• Educational Psychology

Background:

• Collaborative testing is recognized for its benefits across various academic fields.
• Active learning is crucial for effective anatomy education.
• The efficacy of collaborative assessment in promoting active learning requires further investigation.

Purpose of the Study:

• To investigate if collaborative practical tests in gross anatomy foster active learning.
• To assess the impact of collaborative testing on student performance and learning outcomes.

Main Methods:

• A gross anatomy course incorporated collaborative elements into four practical tests.
• 207 students completed tests individually, then immediately as a team.
• Regression analysis examined the relationship between individual, team, and difference scores and final examination performance.

Main Results:

• Overall course marks increased by 9%, with a reduced failure rate.
• Individual scores strongly correlated with final exam performance (P < 0.001), but team scores did not (P = 0.095).
• Difference scores increased over time, suggesting social loafing, and weaker students' lower difference scores negatively correlated with final exam marks (P < 0.001).

Conclusions:

• Collaborative testing in this cohort did not significantly enhance peer-to-peer learning.
• Weaker students appeared to benefit from team scores without substantial active learning.
• Improved collaborative assessment strategies may be needed to encourage active learning and yield better educational outcomes.