Abstract
Background: Currently anatomy training and assessment is seriously disrupted in COVID-19 Pandemic lockdown. New challenges of anatomy curriculum and assessment method development are being attempted based upon resources, expertise and technical skills of educators. This study aims at creating a standard operation procedure (SOP) for conducting gross anatomy assessment, finding statistical relevance and discusses viewpoints of students reflected in feedback.
 Materials and methods: a retrospective cross sectional study was conducted on 250 first year students at GSVM Medical College Kanpur India. Students were briefed about SOP and were given choice to opt for either of three interview modalities of assessment tool [Viz. Telephonic Interview (GROUP T), Whatsapp© video call (GROUP W) and Zoom© meetings (GROUP Z)] and submit subjective feedbacks to assessor regarding new assessment format. The marks obtained as response distribution were subjected to descriptive statistics. One way ANOVA was applied to test any difference in means at (P<0.05) followed by post-hoc pair wise test amongst groups corrected to Bonferroni adjusted alpha level of [P<0.0167] per test.
 Results: Among 97.2% respondent ANOVA test result pointed that the types of interview pattern preferred had no significant impact on obtained score [F (2,240) = 2.80, p = .062], post-hoc test further confirmed that there was no significant difference between groups.
 Conclusion: the assessor and students both need to evolve and adapt to paradigm changes. Student’s feedback will serve to tailor the assessment tool by refining validity, consistency, reliability and interaction dynamics of assessment designs. Alternative evidence based futuristic assessment methods exploration are call of the hour.
 Bangladesh Journal of Medical Science Vol.19(0) 2020 p.S 21-S 27
Highlights
Formal anatomy training is the backbone of medical education.[1]
Based upon uncertainty in current scenario regarding regularization of academic session, we believed advantages of carrying interview rather than dropping assessment at present for future dates or extrapolate the marks obtained in previous assessment as generalization.(15,16) Inherently face to face interview has several strengths but is impossible in current scenarion.[2,3,8], e wanted to survey the accomplishment and consistency in learning through ongoing audio-visuals classes in current disruption.[17]
Produce our observations based upon students viewpoints collected before and after the test through feedbacks
Summary
Formal anatomy training is the backbone of medical education.[1] During academic trainings, the thought process and information content of the students needs continuous and intermittent assessment. New challenges of anatomy curriculum and assessment method development are being attempted based upon resources, expertise and technical skills of educators. This study aims at creating a standard operation procedure (SOP) for conducting gross anatomy assessment, finding statistical relevance and discusses viewpoints of students reflected in feedback. Students were briefed about SOP and were given choice to opt for either of three interview modalities of assessment tool [Viz. Telephonic Interview (GROUP T), Whatsapp© video call (GROUP W) and Zoom© meetings (GROUP Z)] and submit subjective feedbacks to assessor regarding new assessment format.
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