Using an Efficient Narrative Assessment Method to Expand Anatomy Lab Dissection Feedback
Authors: Zhang Ming Xiaoming , Blutt Sarah E. , Yarneau Glen , Reddy R. Ramachandra , Goodman Clay , Ismail Nadia , Purkiss Joel Xiaoming 
Published: June 2021

The cadaveric dissection laboratory experience contributes to the establishment of professionalism, competence in team‐based exercises, development of communication skills, and improvement of surgical dexterities in learners. The assessment of proficiency at the completion of participation in the cadaveric laboratory is traditionally determined by formative or summative written and practical examinations which focus solely on medical knowledge. Other competencies such as professionalism, communication skills, and teamwork are rarely assessed in this context. The purpose of our initiative was to address this gap by developing an efficient and effective process for providing narrative feedback to learners regarding these broader domains of performance in the anatomy lab.

Prioritizing efficiency and ease‐of‐use for our faculty evaluators, we created a web‐based assessment form. Faculty either complete an online form in real‐time using tablets within the laboratory, or after the laboratory session using a computer or mobile device of choice. Faculty evaluators can provide an assessment of student performance in one of three competency domains (Professionalism, Interpersonal & Communication Skills, Medical Knowledge) using a scale‐based item, one or more narrative comments regarding strengths, and one or more narrative comments regarding areas for improvement.

Our method made it efficient for faculty to respond to the narrative‐comment items regarding strengths and areas for improvement. Since introduction of this process, faculty have used the online form to evaluate four to six students per laboratory session, over the course of a seven‐week term. Based on completion‐time data tracked by the Survey Monkey platform, faculty evaluators completed the form in one minute, on average. The average length of the narrative feedback provided to students was 176.5 words (SD=49.9, min=23, max=397). Furthermore, faculty evaluators have reacted positively to the form.

The implementation of an efficient narrative assessment process tailored to providing students with text‐based information regarding their performance in cadaveric dissection laboratory has significantly expanded the assessments they receive in our foundational science curriculum. Our approach may have broad appeal to medical schools that are working to expand or include narrative assessment in their curricula. The LCME requires inclusion of a narrative description of non‐cognitive achievement as a component of the evaluation when teacher‐student interaction permits. Our implementation of an efficient online assessment form has allowed us to address this accreditation need and institutional goals for expanding narrative assessment and feedback. Cadaveric dissection laboratories can provide significant opportunities for narrative assessment beyond medical knowledge competency.

Support or Funding Information

Baylor College of Medicine

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.