Assessment in anatomy

From an educational perspective, a very important problem is that of assessment, for establishing competency and as selection criterion for different professional purposes. Among the issues to be addressed are the methods of assessment and/or the type of tests, the range of scores, or the definition of honour degrees. The methods of assessment comprise such different forms such as the spotter examination, short or long essay questions, short answer questions, true-false questions, single best answer questions, multiple choice questions, extended match questions, or several forms of oral approaches such as viva voce examinations.Knowledge about this is important when assessing different educational objectives; assessing educational objectives from the cognitive domain will need different assessment instruments than assessing educational objectives from the psychomotor domain or even the affective domain.There is no golden rule, which type of assessment instrument or format will be the best in measuring certain educational objectives; but one has to respect that there is no assessment instrument, which is capable to assess educational objectives from all domains of educational objectives.Whereas the first two or three levels of progress can be assessed by well-structured written examinations such as multiple choice questions, or multiple answer questions, other and higher level progresses need other instruments, such as a thesis, or direct observation.This is no issue at all in assessment tools, where the students are required to select the appropriate answer from a given set of choices, as in true false questions, MCQ, EMQ, etc. The standard setting is done in these cases by the selection of the true answer

The attitudes of European medical students towards the clinical importance of neuroanatomy

The attitudes of medical students towards the clinical importance of neuroanatomy have been little studied. Because it has been reported that medical students find neuroanatomy difficult and can have ‘neurophobia’, here we test the hypothesis that early-stage medical students across Europe have a low regard for neuroanatomy’s clinical relevance. The work was conducted under the auspices of the Trans-European Pedagogic Research Group (TEPARG), with just over 1500 students from 12 European medical schools providing responses to a survey (52% response rate) that assessed their attitudes using Thurstone and Chave methodologies. Regardless of the university surveyed, and of the teaching methods employed for neuroanatomy, our findings were not consistent with our hypothesis. However, the students had a less favourable opinion of neuroanatomy’s importance compared to gross anatomy; although their attitudes were more positive than previously reported for histology and embryology. The extent to which neuroanatomy plays a significant role in the early years of medical education is moot. Nevertheless, we conclude that in addition to newly recruited medical students being informed of the subject’s role in a healthcare profession, we advocate the use of modern imaging technologies to enhance student understanding and motivation and cognisance of the core syllabus for the subject being developed by the International Federation of Associations of Anatomists (IFAA)

Juan Valverde de Amusco: Pioneering the Transfer of Post-Vesalian Anatomy

This article delves into the life and accomplishments of Juan Valverde de Amusco (c. 1525–c. 1587), a Spanish anatomist. Specifically, it focuses on his book titled HISTORIA de la composición del cuerpo humano. The book was the first anatomy opus published after Andreas Vesalius’ De humani corporis fabrica libri septem, written in a Romance language, the Castilian Spanish language, making it the most renowned post-Vesalian anatomy book in Europe and beyond during the 16th and 17th centuries. Compiling complete editions and reproductions of figures, it had 19 editions and several translations. One of its principal contributions was the initial graphical representation of the stapes ossicle. It provided the first accurate description of the pulmonary circulation, vomer bone, and four extraocular rectus muscles. Throughout the book, Valverde corrected numerous of Vesalius’ anatomical observations. HISTORIA de la composición del cuerpo humano was the first anatomy book to use chalcographic illustrations, which are of superior anatomical quality than those printed from engraved wood in Andreas Vesalius’ book. Next, many anatomy textbooks of that time incorporated Valverde’s book illustrations. Valverde’s book was practical, timely, and well referenced, making it a valuable resource for scholars and non-scholars. The conclusion is that Juan Valverde de Amusco merits a place as a pioneer in scientific knowledge transferDepto. de Anatomía y EmbriologíaFac. de MedicinaTRUEpubDescuento UC