Anatomical Society Winter Meeting 2013: Assessment Within Medical Education & Sense Organs

2014 Journal of Anatomy  
In this talk we will discuss the movement towards competencybased assessment and the intended/unintended consequences that come with it. The good will focus on the value this framework providesbeing explicit and broad in focus, increasing emphasis on observation, and creating opportunities to use assessment as a pedagogical intervention. The bad will focus on challenges the field continues to struggle to overcome reliability problems, reliance on subjectivity, difficulty in defining specific
more » ... petenciesand ways in which we might do so. The majority of the talk, however, will focus on the puzzlingkey but less well understood issues like the extent to which the competencies are actually independent (and if it matters), whether or not humans can make absolute judgments (as opposed to all judgment being relative), and how we might use a competency framework to deliver feedback in a manner that promotes receptivity and quality improvement. S2 Threshold concepts and troublesome knowledge Recent changes in anatomical curricula have led to much variation in the delivery of anatomy teaching among UK medical schools. A dichotomy exists between schools that integrate anatomy throughout the medical course and those where it is confined to the first two pre-clinical years. While the latter model allows intensive anatomical study, the knowledge thus acquired goes largely untested in further formal examination and any revision is self directed and voluntary. Several recent studies have highlighted concern from final year students as well as senior clinicians regarding the lack of anatomical knowledge of UK medical graduates. In an effort to aid continued revision of anatomy throughout medical school, students at Cambridge attend specially organised days during their first clinical year, both as revision, and to give their learning a more clinically relevant perspective. Prior to one of these sessions the authors surveyed 151 students, assessing the most frequent stimuli for anatomy revision. We also investigated their perception of current knowledge and desire for further anatomy teaching later in the course. We were then able to compare favoured styles of revision to our controla set of single best answer (SBA) questions identical to those given to students during their first pre-clinical anatomy examination in June 2011. Our results showed that by far the most influential stimulus for revision was as a consequence of clinical encounters (93% agree/strongly agree). Interestingly 70% ranked fear of embarrassment during placement as a stimulus for revision, compared to only 64% who revised independently in preparation for placement. Retrospectively 68% felt their knowledge was sufficient for clinical practice immediately following first year, however 3 years later, just 19% still agree/ strongly agree. This may explain why 96% of students would like further anatomy sessions during clinical placements. We also compared the revision motivators to control scores in SBA questions. These results highlight key influences on student revision, and compare superficial and deep learning styles to achieved SBA scores. There is considerable decline in student confidence in the sufficiency of their anatomical knowledge and extremely strong support for more specific anatomy teaching during clinical placements. S5 Clinical vignettes improve performance in anatomy spotter assessment
doi:10.1111/joa.12175 fatcat:5pz7gqqnazgrnfq27th3m6qgd4