Purpose
The table test is one of the formative anatomy assessments involving asking medical students identification questions related to their weekly cadaveric table dissection to be answered collaboratively by the group. After using this traditional design for two academic years at Carle Illinois College of Medicine, the anatomy faculty modified its structure (redesigned test). This abstract describes this innovative assessment & outcomes.

Methods
Table test scores from two classes, 2027 (redesigned test) and 2026 (prior design), were analyzed with the practical anatomy exam scores to measure the effect of the new design on the summative anatomy practical exams during two system-based courses (musculoskeletal and digestion). This uniquely structured test assigns every student in the group a question and adds a clinical correlation question. It assesses students’ anatomical knowledge retention, dissection quality, and collaborative learning while evaluating the relationship between performance on these weekly quizzes and unit examinations.

Results
The class of 2026 had an average practical score of 88.3% (±8.63) compared to 85.6% (±8.42) for the class of 2027. Though the average score was lower, the redesigned table test is more predictive of exam performance with the class of 2027 having a regression coefficient of 0.33 compared to the class of 2026 of 0.05. This suggests a potential correlation between performance on weekly quizzes and unit examinations and difference between exams averages may be due to cohort effects.

Conclusions
The innovative redesigned table test enhances medical students’ accountability and responsibility to their groups while checking their weekly progress and providing immediate feedback on their dissection. This formative assessment tool shows potential for predicting student outcomes, enabling early intervention for students at risk of failing anatomy exams. The study contributes valuable data regarding anatomy assessment at CIMED, addressing the need for assessment methodologies to accommodate the reduction of instructional time in our integrated medical curriculum.