167 - Qualitative Analysis of Course Evaluation Data to Provide Insight into Perceptions of Integrated Formative Assessments in ANAT-A215

Poster Board Number: 167
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Valerie O’Loughlin - Professor, Anatomy, Cell Biology & Physiology, Indiana University School of Medicine - Bloomington; Kathryn Propst - Visting Clinical Professor, Anatomy, Cell Biology & Physiology, Indiana University School of Medicine - Bloomington

Abstract Body : Formative assessments are utilized in the classroom as low-stakes learning tools. This allows students to identify knowledge gaps and adequately gauge content mastery. In the ANAT-A215 undergraduate anatomy course at IUSM, students complete pre-lecture video assignments, lab/lecture integrated quizzes, and block practice exams (BPEs). These tools help students synthesize the lecture and lab content and interact with testable material. These formative assessments were introduced in the Fall of 2022 and utilized in subsequent semesters. To evaluate the effectiveness of these formative tools, course questionnaires included specific, qualitative questions soliciting feedback. This included asking students their perception of the formative assessments concerning study habits and space retrieval practices. The analyzed data provides a glimpse into the effectiveness of formative assessments in anatomy coursework.

Qualitative methodologies were utilized to evaluate specific course feedback related to the formative assessments. This included the following questions: “Tell us your thoughts about the [integrated lab/lecture quizzes, BPE, or pre-lecture video assignments]? Did you utilize this resource multiple times? When did you use this resource? Did it assist with space retrieval? Was it a useful study tool for exams?”. A thematic analysis using the Braun & Clarke (2017) method was employed. This included the development of a codebook to categorize each response. The codebook consists of five categories: integrative approaches, usage, comprehension, perception of learning tools, and summative assessment preparation. Each category was then divided into themes and subthemes.

The analysis examined the perception and use of integrative formative assessments in the course. A total of 372 responses were evaluated, categorized, and coded. Among the feedback, the most frequent codes related to positive usage of space retrieval, increased engagement, integrative connections, and beneficial exam preparation techniques.

Coding and analyzing the A215 course questionnaire data provided an examination of learning tools utilized in the class. Qualitative analysis suggests that students used the formative assessments in a manner that allowed them to become self-aware of how they integrate, study, and practice retrieval of content. A positive trend regarding the pre-lecture video assignments, lab/lecture integrated quizzes, and block practice exams is noted. This positive association of formative assessments utilized in the A215 course provides important implications for anatomy educators. The use of many low-stake integrative formative assessments allows students the ability to practice integrative and retrieval practices before summative assessments.