Initial word tests contribute to effective human anatomy education

Area of Science:

• Medical Education
• Anatomy
• Pedagogy

Background:

• Dissection-based anatomy education faces quality and performance concerns.
• There is a need for effective interventions to support medical students in dissection courses.

Purpose of the Study:

• To evaluate the effectiveness of a word test as an intervention in dissection-based anatomy education.
• To determine if the word test improves performance, especially for struggling students.

Main Methods:

• A word test with anatomical terms and images was administered to 640 second-year medical students.
• The test was implemented early in the dissection course, with immediate score feedback.
• Student performance was assessed via practical examinations and correlated with word test scores.

Main Results:

• Word test scores positively correlated with and significantly predicted practical examination scores.
• Students with low word test scores showed significant improvement in practical exams.
• The intervention demonstrated positive effects on student learning and motivation.

Conclusions:

• The word test is an effective intervention for improving dissection-based anatomy education.
• This method aids students in understanding anatomy and motivates them for dissections.
• The word test supports educators in identifying and assisting struggling students, even with reduced curriculum hours.