Evaluating dissection in the gross anatomy course: Correlation between quality of laboratory dissection and students outcomes

Chika Nwachukwu, Nirusha Lachman, Wojciech Pawlina

Research output: Contribution to journalArticle

25 Citations (Scopus)

Abstract

Anatomy learned by active exploration through dissection has many proven benefits including improvement of anatomic knowledge. Decreased laboratory time may affect the quality of dissection and ultimately lower student performance in anatomy translating to lower knowledge acquisition. The aim of this study was to determine whether the quality of students' dissection in teams correlates with their performance in the gross anatomy course. Quality of dissections for each team enrolled in a gross anatomy course at Mayo Medical School was evaluated biweekly using a five-point rubric based on course learning objectives. Assessment of anatomic knowledge was based on sequential laboratory practice practical examination scores, achievements on daily audience response system (ARS) quizzes, and final practical, written, and National Board of Medical Examiners® (NBME®) Gross Anatomy and Embryology Subject Examinations. Twelve teams comprising 48 students were included in the study. There was a positive correlation between dissection quality and practice practical examination score (R = 0.83) and a negative correlation between dissection quality and ARS quizzes (R = -0.985). Dissection teams with a passing score on their dissection evaluations (>70%) performed better on their final examinations. Based on an end of course survey, students agreed that dissection evaluations should continue to be a part of the course. This study showed that better quality of dissection was associated with higher scores on practice practical examinations, final practical, written, and NBME examinations. The study demonstrated a positive correlation between dissection evaluations, accompanied by formative feedback during the course, and higher scores on final course assessments.

Original languageEnglish (US)
Pages (from-to)45-52
Number of pages8
JournalAnatomical Sciences Education
Volume8
Issue number1
DOIs
StatePublished - Jan 1 2015

Fingerprint

Dissection
Anatomy
Students
Coroners and Medical Examiners
Embryology
Medical Schools
Learning

Keywords

  • Cadaver dissection
  • Gross anatomy education
  • Gross anatomy laboratory
  • Group assessment
  • NBME examinations
  • Practical
  • Quality of dissection
  • Student assessment
  • Written

ASJC Scopus subject areas

  • Anatomy
  • Histology
  • Embryology

Cite this

Evaluating dissection in the gross anatomy course : Correlation between quality of laboratory dissection and students outcomes. / Nwachukwu, Chika; Lachman, Nirusha; Pawlina, Wojciech.

In: Anatomical Sciences Education, Vol. 8, No. 1, 01.01.2015, p. 45-52.

Research output: Contribution to journalArticle

@article{35765a93bd08475e802fb8c026e490a7,
title = "Evaluating dissection in the gross anatomy course: Correlation between quality of laboratory dissection and students outcomes",
abstract = "Anatomy learned by active exploration through dissection has many proven benefits including improvement of anatomic knowledge. Decreased laboratory time may affect the quality of dissection and ultimately lower student performance in anatomy translating to lower knowledge acquisition. The aim of this study was to determine whether the quality of students' dissection in teams correlates with their performance in the gross anatomy course. Quality of dissections for each team enrolled in a gross anatomy course at Mayo Medical School was evaluated biweekly using a five-point rubric based on course learning objectives. Assessment of anatomic knowledge was based on sequential laboratory practice practical examination scores, achievements on daily audience response system (ARS) quizzes, and final practical, written, and National Board of Medical Examiners{\circledR} (NBME{\circledR}) Gross Anatomy and Embryology Subject Examinations. Twelve teams comprising 48 students were included in the study. There was a positive correlation between dissection quality and practice practical examination score (R = 0.83) and a negative correlation between dissection quality and ARS quizzes (R = -0.985). Dissection teams with a passing score on their dissection evaluations (>70{\%}) performed better on their final examinations. Based on an end of course survey, students agreed that dissection evaluations should continue to be a part of the course. This study showed that better quality of dissection was associated with higher scores on practice practical examinations, final practical, written, and NBME examinations. The study demonstrated a positive correlation between dissection evaluations, accompanied by formative feedback during the course, and higher scores on final course assessments.",
keywords = "Cadaver dissection, Gross anatomy education, Gross anatomy laboratory, Group assessment, NBME examinations, Practical, Quality of dissection, Student assessment, Written",
author = "Chika Nwachukwu and Nirusha Lachman and Wojciech Pawlina",
year = "2015",
month = "1",
day = "1",
doi = "10.1002/ase.1458",
language = "English (US)",
volume = "8",
pages = "45--52",
journal = "Anatomical Sciences Education",
issn = "1935-9772",
publisher = "John Wiley and Sons Inc.",
number = "1",

}

TY - JOUR

T1 - Evaluating dissection in the gross anatomy course

T2 - Correlation between quality of laboratory dissection and students outcomes

AU - Nwachukwu, Chika

AU - Lachman, Nirusha

AU - Pawlina, Wojciech

PY - 2015/1/1

Y1 - 2015/1/1

N2 - Anatomy learned by active exploration through dissection has many proven benefits including improvement of anatomic knowledge. Decreased laboratory time may affect the quality of dissection and ultimately lower student performance in anatomy translating to lower knowledge acquisition. The aim of this study was to determine whether the quality of students' dissection in teams correlates with their performance in the gross anatomy course. Quality of dissections for each team enrolled in a gross anatomy course at Mayo Medical School was evaluated biweekly using a five-point rubric based on course learning objectives. Assessment of anatomic knowledge was based on sequential laboratory practice practical examination scores, achievements on daily audience response system (ARS) quizzes, and final practical, written, and National Board of Medical Examiners® (NBME®) Gross Anatomy and Embryology Subject Examinations. Twelve teams comprising 48 students were included in the study. There was a positive correlation between dissection quality and practice practical examination score (R = 0.83) and a negative correlation between dissection quality and ARS quizzes (R = -0.985). Dissection teams with a passing score on their dissection evaluations (>70%) performed better on their final examinations. Based on an end of course survey, students agreed that dissection evaluations should continue to be a part of the course. This study showed that better quality of dissection was associated with higher scores on practice practical examinations, final practical, written, and NBME examinations. The study demonstrated a positive correlation between dissection evaluations, accompanied by formative feedback during the course, and higher scores on final course assessments.

AB - Anatomy learned by active exploration through dissection has many proven benefits including improvement of anatomic knowledge. Decreased laboratory time may affect the quality of dissection and ultimately lower student performance in anatomy translating to lower knowledge acquisition. The aim of this study was to determine whether the quality of students' dissection in teams correlates with their performance in the gross anatomy course. Quality of dissections for each team enrolled in a gross anatomy course at Mayo Medical School was evaluated biweekly using a five-point rubric based on course learning objectives. Assessment of anatomic knowledge was based on sequential laboratory practice practical examination scores, achievements on daily audience response system (ARS) quizzes, and final practical, written, and National Board of Medical Examiners® (NBME®) Gross Anatomy and Embryology Subject Examinations. Twelve teams comprising 48 students were included in the study. There was a positive correlation between dissection quality and practice practical examination score (R = 0.83) and a negative correlation between dissection quality and ARS quizzes (R = -0.985). Dissection teams with a passing score on their dissection evaluations (>70%) performed better on their final examinations. Based on an end of course survey, students agreed that dissection evaluations should continue to be a part of the course. This study showed that better quality of dissection was associated with higher scores on practice practical examinations, final practical, written, and NBME examinations. The study demonstrated a positive correlation between dissection evaluations, accompanied by formative feedback during the course, and higher scores on final course assessments.

KW - Cadaver dissection

KW - Gross anatomy education

KW - Gross anatomy laboratory

KW - Group assessment

KW - NBME examinations

KW - Practical

KW - Quality of dissection

KW - Student assessment

KW - Written

UR - http://www.scopus.com/inward/record.url?scp=84920261549&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84920261549&partnerID=8YFLogxK

U2 - 10.1002/ase.1458

DO - 10.1002/ase.1458

M3 - Article

C2 - 24799441

AN - SCOPUS:84920261549

VL - 8

SP - 45

EP - 52

JO - Anatomical Sciences Education

JF - Anatomical Sciences Education

SN - 1935-9772

IS - 1

ER -