18 - Improving Student Confidence Through Student-led Anatomy Lab Speed Reviews

Poster Board Number: 18
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction & Objective: Students often skip exam reviews in preference of their own preparation. The student-led anatomy lab speed review at VCOM Auburn utilizes testing effect within a positive social context. These student generated reviews provide a formative assessment for student preparation 2-3 days prior to an exam. The objective of this program evaluation is to evaluate whether exam-readiness confidence improves among preceptors and participants, and whether this varies between the two groups.

Methods: Speed reviews are facilitated by first year anatomy volunteers prior to each Anatomy Lab Practical Exam. Preceptors are prepared by faculty prior to the review. Students in the speed reviews rotate in groups of 2-3. Each group has 10 minutes at 6 stations to review relevant regional anatomy. Groups move through all stations to identify and discuss structures by active recall in a manner facilitated by the preceptors. Pre and post participation Likert scale data (1=not confident at all, 5=very confident) were collected to evaluate student-perceived benefit prior to the first anatomy practical exam (Block 2, 2022) among preceptors and participants. Permission to evaluate this program was granted via VCOM IRB by a non-human research determination letter.

Results: 97.5%, 155 of 159 students participated in this speed review. 92% of participants completed the survey. An analysis of variance applied to Likert scale data pre- and post-speed review among preceptors (n=27) and participants (n=115) showed significant differences between each group pre- and post-speed review (F=56.5, p < .0001) with pre-review preceptor scores = 3.3 +/- .61 and post-review preceptor scores = 4.22 +/- .41, and pre-review participant scores = 2.5 +/- .73 and post-review participant scores = 3.63 +/- .60. A paired sample t-test showed improved confidence among preceptors (p < .0001, Cohen’s d=1.77) and participants (p < .0001, Cohen’s d=1.69). Preceptors were more confident than participants post-review (p=.0002, Cohen’s d=1.15).

Conclusions: Student perception of confidence in exam readiness improved after participating in a student generated exam review. Students who gave extra time to serve their colleagues reported greater confidence. The VCOM Auburn speed review helps students feel more prepared for exams.

Significance: Faculty struggle to provide adequate opportunities for students to review cadaveric material prior to an exam. By involving students to precept, space is made for everyone to have a thorough exam review. Preceptors benefit from teaching others. This approach has been successful at three other institutions as evidenced by student evaluations but has not been previously reported.