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• W3173291240 abstract "Assessment has become an integral part of development in medical education. Previous reports have shown that higher performing students are generally more critical of themselves, while lower performing students are the opposite. We decided to test this hypothesis in a first year medical school gross anatomy course using a “cadaver handoff” that mimics the patient handoff presentation in clinical settings. Specifically, we were interested in student's ability to self-evaluate their own performances on the previous day's dissection presented to their peers. Our specific aims were to 1) determine if there are any recognizable differences between student self-evaluations and faculty evaluations with regard to handoff presentations, 2) determine the impact of cadaver handoffs on overall student performance on practical exams, and 3) determine if feedback could improve student performance overtime. The EVMS gross anatomy course has 152 students of which half attend lab on Tuesdays and the other half attend lab on Thursdays. To improve continuity and communication skills, the “handoff” was created between the two groups. Prior to the presentation, presenting students completed a self-evaluation on preparedness, confidence, dissection, anatomical knowledge, presentation skills and dissection journal. At the conclusion of the presentation, faculty filled out a similar rubric. Student versus faculty rubrics were compared to one another in each of those categories to address whether students were overconfident, realistic or more critical of their performance compared to faculty. Preliminary data collected from four labs shows no statistical difference between student evaluations and faculty evaluations; however, 10% of students had inflated performances, while another 10% had under-rated performances. Further analyses of the remaining labs will be presented, as well as, stratification of data by overall student performance in the course and on practical exams. The vast majority (98%) of students thought performing the handoff better prepared them for the exam. Further data will be reported to support or negate this by comparing presentation scores to performance of relative practical exam questions. Overall, implementing a cadaver handoff in the medical gross anatomy course provides an opportunity for early exposure of students to presentation skills, self-evaluations, feedback and reflection. These could have overall positive effects on exam performance. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal." @default.
• W3173291240 created "2021-07-05" @default.
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• W3173291240 date "2018-04-01" @default.
• W3173291240 modified "2023-10-14" @default.
• W3173291240 title "Student vs Faculty Assessment on a Cadaver Handoff and its Correlation to Practical Grades" @default.
• W3173291240 doi "https://doi.org/10.1096/fasebj.2018.32.1_supplement.lb518" @default.
• W3173291240 hasPublicationYear "2018" @default.
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