126 - The Effect of Student Perception and Preference on Assessment of Anatomical Knowledge Using Three Visual Modalities

Poster Board Number: 126
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Jeffrey Sun - McMaster University; Yiming Zhang - McMaster University; Kaitlin Marshall - University of Toronto; Joshua Mitchell - McMaster University; Ilana Bayer - McMaster University; Judi Laprade - University of Toronto; Bruce Wainman - McMaster University; Joshua Nederveen - McMaster University; Peter Helli - McMaster University; Irena Rebalka - McMaster University

Abstract Body : Practical exams using cadaveric specimens constitute an integral component of anatomical education. However, due to the high financial and logistical burden of using cadaveric specimens to test large numbers of students in a timely fashion, coupled with new technological advances in instructional resources, many institutions have adopted alternative test assessment formats. Many alternative testing formats rely on 2D images, though virtual reality (VR) also has potential for presenting higher fidelity representations of anatomical structures. The use of VR in teaching anatomy has been shown to improve learning outcomes and engage students, but its use in assessment contexts, compared to other modalities, has not been evaluated. Additionally, student experiences and perceptions of novel technological assessments can greatly help shape the implementation and design of alternative testing formats. Thus, in this study, we aim to assess the differences in performance and student preference between three visual modalities for bellringer (BR) assessments: in-person cadaveric specimens, printed 2D images of cadaveric specimens, and 3D VR reconstructions of cadaveric specimens.

Methods: In December 2023, 150 undergraduate students enrolled in Anatomy and Physiology I/II at McMaster University will participate in a 12-question BR exam consisting of an equal ratio of questions in each visual modality. Students will be randomly assigned to view each question in one of the three visual formats (cadaver, 2D, 3D). Questions will be graded on a binary scale, and their difficulty and points biserial will be assessed. After completing the BR test, students will complete a survey to collect information on their preferences and perceptions of the different modalities.

Though we are awaiting data collection, previous work outside of the field of anatomy has found that modality preference has no effect on test performance. We anticipate similar results, and we expect that these results will inform the use of student feedback in the development of instructional assessments.