87 - Evaluating the Self-assessment Capacities of Third-year, Non-medical, Undergraduate Anatomy Students in a Practical Examination Setting

Poster Board Number: 87
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Lorraine Jadeski - University of Guelph; Kristina Marrelli - University of Guelph

Abstract Body : The metacognitive practice of self-assessment, which involves students critically evaluating the accuracy of their perceived knowledge, has been recognized to be a critical skill for students of human anatomy as it can result in increased overall academic performance. This skill is often assessed through the reporting of one’s confidence in their answers. Previous research in human anatomy education has identified the role that class participation can play in promoting student academic success; however, research is limited regarding how class participation, studying behaviour, and an individual’s sex can contribute to self-assessment accuracy. This study aims to evaluate the self-assessment capacities of third-year, undergraduate human anatomy students in a practical examination. This study also aims to assess the predictive ability of study hours, lecture attendance, laboratory attendance, dissection experience, and sex on examination performance and total self-reported confidence.

Participants (n = 182) completed a 50-item bellringer examination; individuals were required them to indicate their confidence in their responses for each item on a scale of 1-3 (1 = Low, 2 = Medium, 3 = High). Demographic and class participation information was collected via survey. Statistical analyses were conducted using Statistical Package for the Social Sciences (SPSS) version 28.0.

A Spearman’s rank correlational analysis identified a significant, moderately positive correlation between examination performance and self-reported confidence (ρ = 0.483, p < 0.001). A multiple linear regression analysis established a significant predictive effect of total confidence on examination performance (Unstandardized B = 0.182, p < 0.001). A significant predictive effect of lecture attendance and study hours on total self-reported confidence was found (Unstandardized B = 2.895, p = 0.025; Unstandardized B = 2.464, p = 0.013). No significant predictive effect of sex was identified on either self-reported confidence or examination performance.

These results indicate that our third-year undergraduate anatomy students accurately assess their knowledge in a practical examination and that lecture attendance and study hours may contribute to one’s self-assessment capacity.