Collaborative Assessment in the Gross Anatomy Lab

Area of Science:

• Medical Education
• Anatomy Curriculum
• Assessment Strategies

Background:

• Michigan State University College of Human Medicine introduced two-stage examinations in 2018.
• Previous studies indicate positive outcomes for two-stage examinations.

Purpose of the Study:

• Investigate the feasibility and student perceptions of two-stage examinations.
• Examine this assessment in a medical school curriculum with longitudinal group-based learning and formative assessments.

Main Methods:

• Mixed-methods approach using quantitative (examination scores) and qualitative (surveys, interviews) data.
• Constructivist grounded theory methodology for qualitative data analysis.
• Assessed three student cohorts in their first-year anatomy course.

Main Results:

• Overwhelmingly positive student perceptions of the collaborative assessment.
• Students reported educational value from immediate feedback.
• Collaboration during the examination enhanced the learning experience.

Conclusions:

• Two-stage examinations can transform assessments into valuable learning experiences.
• Student perceptions are influenced by the interplay of content knowledge, anxiety, and examination logistics.
• Faculty should carefully consider curricular timing and other logistical factors for successful implementation.