Team Assessment in Laboratory Setting (TAILS): a Novel Approach Using Cadavers to Assess Collaborative Learning in the G
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Team Assessment in Laboratory Setting (TAILS): a Novel Approach Using Cadavers to Assess Collaborative Learning in the Gross Anatomy Lab Malli Barremkala 1 & Tracey A. H. Taylor 1 & Varna Taranikanti 1
# International Association of Medical Science Educators 2019
Abstract Team assessment in laboratory setting (TAILS) is a feasible and a novel method of testing the application of anatomical knowledge using the available institutional resources (cadavers) within the anatomy laboratory setting. For preclinical medical students, this method augments clinical authenticity and facilitates collaborative learning. Keywords Team assessment . Laboratory setting . Anatomical knowledge . Cadavers . Collaborative learning
In traditional anatomy practical assessment (aka spotter format), anatomical knowledge is tested using pins and/or tags to indicate specific structures on dissections, prosections, radiological images, and bony landmarks. However, reports of inconsistency in marking the free text responses, testing solely knowledge recall and delayed or lack of feedback, are some of the many drawbacks of the spotter examination [1]. Recently, the focus of medical education has shifted to collaborative learning in the form of team-based learning (TBL) and problem-based learning (PBL) in the classroom setting. Medical students at OUWB School of Medicine dissect cadavers in teams, where collaborative learning occurs [2]. As the assessment drives learning, the team assessment in laboratory setting (TAILS) has incorporated the collaborative aspect of the team learning in the gross anatomy lab. Hence, here we describe a novel assessment approach called the “TAILS” which addresses three major aspects: (1) format of assessment (individual, teams), (2) skills (knowledge, higher order reasoning), and (3) feedback (self, immediate, and student peer). The authors developed the TAILS for the system-based Gastroenterology and Hepatobiliary (GI) course delivered to second-year undergraduate medical students. The students were instructed to review the anatomical structures specific * Varna Taranikanti [email protected] 1
Oakland University William Beaumont School of Medicine, 586, Pioneer Drive, Rochester, MI 48309, USA
to GI organ system which they had previously dissected in their first year and patient scenarios (provided in the learning management system) related to these structures. During the TAILS, each student team (5–6 students) rotated through five stations and completed an individual skills test (IST) and a team skills test (TST) at each station. The IST and TST each weigh 50% of the assessment. &
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IST phase: Each station contained 5 tagged structures on the prosection (marked as a, b, c, d, and e) which students identified individually. Students were given a total of five minutes to write the answers on the answer sheet. At the end of five minutes, students turned in the completed answer sheets to the proctor at the station. TST phase: Following the five-minute IST, a patient scenario along with a ques
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