Number
116
Name
MEDICAL STUDENT PREFERENCES ON THE ANATOMY OF A PRACTICAL EXAM
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Audrey H. Nguyen, Baylor College of Medicine School of Medicine
Baylor College of Medicine School of Medicine, Baylor College of Medicine School of Medicine
Matthew Darmadi, Baylor College of Medicine School of Medicine
Peter J. Boedeker, Baylor College of Medicine, Division of Medical Education Research and Scholarship
Adi Pinkas, Baylor College of Medicine School of Medicine
Presentation Topic(s)
Assessment
Description
PURPOSE
In recent years, some medical schools have incorporated virtual and
team-based modalities into their anatomy curricula. Despite the implications
on student performance and satisfaction, there is limited literature
describing students’ preferences on the structure of anatomy practical exams.
Since learners are a key stakeholder in assessment redesign, this quality
improvement study sought to illuminate their perspectives on four aspects of
anatomy practical exams.
METHODS
The Baylor College of Medicine Class of 2028 (n=224) were invited to
complete a voluntary survey asking their preferred (1) anatomy viewing
method, (2) question type, (3) assessment format, and (4) grading
distribution of individual and team exams. Participants could explain each of
their choices in optional free responses. Descriptive statistics were used to
analyze quantitative data, while thematic analysis identified patterns in the
comments.
RESULTS
Of the 114 responses, 69.3% favored viewing the anatomy with pinned
cadavers over digital images, citing the strengths of three-dimensional
orientation and reflection of anatomic variation. The majority (93.9%)
preferred multiple choice over free response questions for their relative
ease and consistency with standardized exams. Most (72.8%) preferred an
individual then group exam over individual-only exams due to collaboration-enhanced
learning. The two most favored grading distributions were Individual
90%/Group 10% (42.1%) and Individual 50%/Group 50% (22.8%). Reasons for the
former included lesser penalty for disagreeing with group members and
individual accountability, while those for the latter emphasized fairness.
The most popular combination of answer choices (15.8%) matched the composite
of the most favored option for each question.
CONCLUSION
This study revealed our learners’ priorities in the assessment process.
Ultimately, it informs anatomy curriculum directors in designing exams that
factor in and better represent student viewpoints, although those at other
institutions are encouraged to assess their own learners’ preferences.
In recent years, some medical schools have incorporated virtual and
team-based modalities into their anatomy curricula. Despite the implications
on student performance and satisfaction, there is limited literature
describing students’ preferences on the structure of anatomy practical exams.
Since learners are a key stakeholder in assessment redesign, this quality
improvement study sought to illuminate their perspectives on four aspects of
anatomy practical exams.
METHODS
The Baylor College of Medicine Class of 2028 (n=224) were invited to
complete a voluntary survey asking their preferred (1) anatomy viewing
method, (2) question type, (3) assessment format, and (4) grading
distribution of individual and team exams. Participants could explain each of
their choices in optional free responses. Descriptive statistics were used to
analyze quantitative data, while thematic analysis identified patterns in the
comments.
RESULTS
Of the 114 responses, 69.3% favored viewing the anatomy with pinned
cadavers over digital images, citing the strengths of three-dimensional
orientation and reflection of anatomic variation. The majority (93.9%)
preferred multiple choice over free response questions for their relative
ease and consistency with standardized exams. Most (72.8%) preferred an
individual then group exam over individual-only exams due to collaboration-enhanced
learning. The two most favored grading distributions were Individual
90%/Group 10% (42.1%) and Individual 50%/Group 50% (22.8%). Reasons for the
former included lesser penalty for disagreeing with group members and
individual accountability, while those for the latter emphasized fairness.
The most popular combination of answer choices (15.8%) matched the composite
of the most favored option for each question.
CONCLUSION
This study revealed our learners’ priorities in the assessment process.
Ultimately, it informs anatomy curriculum directors in designing exams that
factor in and better represent student viewpoints, although those at other
institutions are encouraged to assess their own learners’ preferences.
Presentation Tag(s)
Student Presentation