Fine‐tuning the standard setting of objective structured practical examinations in clinical anatomy

Abstract

Australian medical schools offer both undergraduate and graduate entry medical programs where anatomy is typically delivered within the first 2 years of the curriculum. A 10-year review of medical anatomy education in Australia and New Zealand preceding Covid-19, identified that a majority (88%) of programs taught anatomy integrated with clinical medicine and other disciplines such as pathology, physiology, and radiology. 1 Anatomy comprised about 190 hours within Australian medical programs and utilized a range of resources including cadaveric dissections, prosected, or plastinated specimens, plastic models, computer-generated imaging and software as well as a variety of medical imaging techniques. Although assessment of anatomy learning within Australian and New Zealand medical programs varied widely and remains non-standardized at a national level, it is assessed by both written and practical examinations, with

Undergraduate medical student perceptions and learning outcomes related to anatomy training using Thiel‐ and ethanol‐glycerin‐embalmed tissues

“…The OSPE is a traditional tool for the objective evaluation of learning achievements and practical examinations in the preclinical stage of a medical curriculum (Rowland et al, 2011; Malhotra et al, 2013; Yaqinuddin et al, 2013; Vishwakarma et al, 2016; Dissabandara et al, 2023).…”

“…The OSPE is a traditional tool for the objective evaluation of learning achievements and practical examinations in the preclinical stage of a medical curriculum (Rowland et al, 2011;Malhotra et al, 2013;Yaqinuddin et al, 2013;Vishwakarma et al, 2016;Dissabandara et al, 2023). embalming concerning tissue preservation, colorfastness, tissue pliability, and perceptions on tissue suitability to achieve the anatomy learning objectives (Supplementary materials).…”