Introducing free response short answer questions in anatomy spot tests: experiment study

Area of Science:

• Medical Education
• Anatomy Assessment
• Educational Psychology

Background:

• Traditional spot tests assess practical anatomical knowledge using cadavers.
• Evolving medical curricula necessitate improved practical assessment methods.
• Current assessment strategies may not fully capture student understanding.

Purpose of the Study:

• To compare the effectiveness of free response short-answer questions (FRSAQs) versus traditional spot tests.
• To evaluate medical students' performance and perceptions of different assessment formats.
• To determine the optimal method for assessing practical anatomical knowledge.

Main Methods:

• Experimental study employing a Randomized Posttest-Only Control Group Design.
• Comparison of student performance and perceptions between FRSAQs and traditional spot tests.
• Inclusion of 109 preclinical medical students in the analysis.

Main Results:

• Students demonstrated significantly improved performance with FRSAQs (5.3±2.7) compared to traditional tests (4.7±2.6).
• A majority of students (70%) preferred the FRSAQs, finding it a better tool for assessing practical knowledge.
• FRSAQs yielded more ideal assessment stations (60%) than traditional spot tests (10%).

Conclusions:

• FRSAQs spot tests significantly enhance student performance in anatomical knowledge assessment.
• FRSAQs are perceived as a more ideal, flexible, and less stressful assessment method.
• Implementation of FRSAQs is recommended for both teaching and assessment in medical education.