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A neuroanatomy lab practical exam format in alignment with the universal design for learning framework.

Rhea R Kimpo1, Barb Puder1,2

  • 1Department of Basic Sciences, College of Health Sciences, Samuel Merritt University, Oakland, California, USA.

Anatomical Sciences Education
|July 17, 2023
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Summary

The untimed neuroanatomy exam format, allowing students to revisit questions, significantly improved scores for those with test anxiety. This aligns with universal design for learning (UDL) principles for equitable assessment.

Keywords:
OSPEanatomy lab practical examinationbackward navigationlab practicalneuroanatomy educationrevisit questionstudent assessmentstimed testuniversal design for learninguntimed test

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Area of Science:

  • Medical Education
  • Neuroscience Education
  • Educational Psychology

Background:

  • Traditional neuroanatomy lab practical exams are timed and do not allow revisiting stations, potentially increasing student anxiety and hindering performance.
  • Test anxiety is a known factor that can negatively impact academic achievement, particularly in high-stakes assessments.
  • The Universal Design for Learning (UDL) framework promotes equitable learning opportunities for all students.

Purpose of the Study:

  • To compare the effectiveness of traditional, timed, and untimed neuroanatomy lab practical exam formats.
  • To identify an exam format that supports student success, particularly for individuals prone to test anxiety.
  • To determine if an untimed format aligns with UDL principles for neuroanatomy education.

Main Methods:

  • Three exam formats were designed: traditional (timed, no revisit), timed image question (timed, no revisit), and untimed image question (unlimited time, revisit allowed).
  • These formats were administered in a randomized order to three cohorts of medical students.
  • Student performance scores and format preferences were analyzed, with a specific focus on students who traditionally performed poorly.

Main Results:

  • Overall, exam format type did not significantly affect scores when all students were analyzed together.
  • Students who performed poorly on the traditional format showed significant score improvements (at least one grade level) in the untimed format.
  • Students who performed well maintained their high scores across all formats, and the untimed format was the most preferred due to reduced anxiety.

Conclusions:

  • An untimed neuroanatomy lab practical exam format, allowing students to revisit questions, is effective in improving scores for students with test anxiety.
  • This untimed format aligns with UDL principles, enabling all students, irrespective of anxiety levels, to demonstrate their knowledge equitably.
  • Reducing time constraints and allowing question revisits in assessments can mitigate test anxiety and enhance learning demonstration.