100 - Correlational Analysis of Non-medical, Undergraduate Student Self-assessment and Academic Performance in an Advanced Human Anatomy Course

Poster Board Number: 100
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Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : The practice of self-assessment permits students the opportunity to reflect upon their own knowledge and abilities and direct their studying according to their perceived strengths and weaknesses. Previous studies investigating self-assessment abilities (i.e., an aspect of metacognitive awareness) of students in anatomy courses have revealed: 1) that individuals do not always accurately assess their own knowledge and abilities, leading to disparities in expected performance and actual performance, and consequently, performance and course dissatisfaction, and 2) a student’s ability to accurately assess their own knowledge is significantly associated with their final course grade in anatomy courses; that is, high-performing students are consistently more metacognitively aware. Previous studies have also identified that confidence-based self-assessment tools were highly correlated with correct test answers following a neuroanatomy laboratory; however, research involving gross anatomy laboratories and self-assessment is limited. Self-assessment has the potential to be used as a tool for both educators and students to gauge overall performance and the efficacy of their practices.
This study aims to investigate: 1) the correlation between upper-year, undergraduate students’ confidence in anatomical knowledge and academic performance, and 2) changes in the relationship between students’ confidence in anatomical knowledge and student performance prior to and following a dissection laboratory. We believe that students will more accurately assess their anatomical knowledge after having the opportunity to apply their knowledge in the laboratory.
Undergraduate students within an upper-year, advanced human anatomy course participated within this study (n=40). In order, each participant was required to complete a: 1) pre-laboratory survey, 2) pre- laboratory quiz, 3) dissection pertaining to the pectoral region and axilla, 4) post-laboratory survey, and 5) post-laboratory quiz. One week later, participants repeated all study procedures. Pre- and post-laboratory surveys consisted of identical, 5-point, Likert scale questions; one item required students to indicate their level of agreement with the statement “I feel confident in my knowledge of the region”, by assigning a number between 1 (Strongly Disagree) and 5 (Strongly Agree). Pre- and post-laboratory quizzes consisted of four multiple choice questions and ten bellringer-style questions, testing similar content and cognitive levels as assessed by the Blooming Anatomy Tool.
Data analysis is ongoing. Results from this study will provide University of Guelph anatomy educators with information regarding the ability of current advanced human anatomy students, who are integral to the Human Anatomy Program at the University of Guelph as Outreach Facilitators and Near-Peer Teachers, to accurately assess their own knowledge of anatomical regions. Inaccurate self-assessment of anatomical knowledge may indicate the need to incorporate additional opportunities for students to practice their metacognitive abilities. This study will also provide insight into the role of gross anatomy laboratories in the development of student self-assessment skills.