Number
106
Name
Compiled Identification List Yields Improvements in Medical Student Preparation for and Perspective of Gross Anatomy Exams
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Jenna Harrington, Medical College of Georgia
Dongyu Zhang, Medical College of Georgia
Shannon Barwick, Ph.D., Medical College of Georgia
Mindy Johnson, Ph.D., Medical College of Georgia
Morganne Manuel, Ph.D., Medical College of Georgia
Olivia Wireman, Ph.D., Medical College of Georgia
David Kozlowski, Ph.D., Medical College of Georgia
Daniel Hannah, Ph.D., ATC, Medical College of Georgia
Keri Alber, MSMI, CMI, Medical College of Georgia
Presentation Topic(s)
Assessment
Description
Introduction
Anatomy education remains a cornerstone of medical training, with gross
anatomy exams serving as high-stakes assessments of students’ knowledge. The
traditional “stopwatch” format, in which students rotate through cadaveric
stations and handwrite structure names, can heighten stress and reduce
assessment validity by conflating knowledge with spelling. To address this,
our institution introduced an identification (ID) list during exams, listing
all potentially tagged structures. We hypothesized that this intervention
would reduce stress and improve exam performance.
Methods
Medical students at the Medical College of Georgia participated across
consecutive classes. The class of 2026 served as the control (no ID list),
and the class of 2027 received the intervention (ID list). Average exam
scores from three modules: Cardiopulmonary and Hematology (CPH),
Gastrointestinal and Genitourinary (GIGU), and Brain and Behavior (BB) were
compared using unequal variance t-tests (p < 0.05). Voluntary surveys
administered to the intervention cohort assessed changes in stress, study
habits, and attitudes toward anatomy following the introduction of the ID
list using Likert scale questions. Open-ended responses were thematically
analyzed by an independent rater.
Results
Average exam scores were significantly higher for the intervention: CPH (p
= 9.93E?08), GIGU (p = 1.11E?09), and BB (p = 2.51E?03). 91% of post-survey
respondents reported decreased stress during exam preparation; 55% spent less
time practicing spelling and more time studying anatomy. Qualitative data
revealed the ID list generally reduced student stress and promoted deeper
understanding of anatomic relationships.
Conclusion
Providing an ID list during anatomy exams significantly improved student
performance and stress, likely by minimizing the influence of spelling
accuracy. This assessment modification enhances both assessment validity and
the student experience of gross anatomy. Future work will assess the ID
list’s impact on long-term retention.
Anatomy education remains a cornerstone of medical training, with gross
anatomy exams serving as high-stakes assessments of students’ knowledge. The
traditional “stopwatch” format, in which students rotate through cadaveric
stations and handwrite structure names, can heighten stress and reduce
assessment validity by conflating knowledge with spelling. To address this,
our institution introduced an identification (ID) list during exams, listing
all potentially tagged structures. We hypothesized that this intervention
would reduce stress and improve exam performance.
Methods
Medical students at the Medical College of Georgia participated across
consecutive classes. The class of 2026 served as the control (no ID list),
and the class of 2027 received the intervention (ID list). Average exam
scores from three modules: Cardiopulmonary and Hematology (CPH),
Gastrointestinal and Genitourinary (GIGU), and Brain and Behavior (BB) were
compared using unequal variance t-tests (p < 0.05). Voluntary surveys
administered to the intervention cohort assessed changes in stress, study
habits, and attitudes toward anatomy following the introduction of the ID
list using Likert scale questions. Open-ended responses were thematically
analyzed by an independent rater.
Results
Average exam scores were significantly higher for the intervention: CPH (p
= 9.93E?08), GIGU (p = 1.11E?09), and BB (p = 2.51E?03). 91% of post-survey
respondents reported decreased stress during exam preparation; 55% spent less
time practicing spelling and more time studying anatomy. Qualitative data
revealed the ID list generally reduced student stress and promoted deeper
understanding of anatomic relationships.
Conclusion
Providing an ID list during anatomy exams significantly improved student
performance and stress, likely by minimizing the influence of spelling
accuracy. This assessment modification enhances both assessment validity and
the student experience of gross anatomy. Future work will assess the ID
list’s impact on long-term retention.
Presentation Tag(s)
Student Presentation