EVALUATING MEDICAL STUDENTS' COMPREHENSION OF APPLIED ANATOMY: THE IMPACT OF VISUAL RESOURCES ON THEIR READINESS FOR MEDICAL PRACTICE

Abstract

Students' topographical and practical knowledge of anatomy were tested on timed exams that used visual aids such as cadavers, pictures of cadavers, radiographs, and images of clinical findings. Very little was known regarding the use of visual aids such as drawings in conjunction with textual evaluations. However, advances in the idea of multimodal learning have allowed us to get a better grasp of how individuals learn from visual and textual sources simultaneously. The primary goal of this research was to find out how medical students fared when given clinically-oriented, single-best-answer questions with or without pictures. Furthermore, the impact of students' individual traits and preferred assessment and instructional methods on their final grades was investigated via the use of a questionnaire. Six medical institutions in the United Kingdom sent 75 second-year students who volunteered to participate. Based on whether the stimulus was text alone or an image, the researcher organized the questions accordingly. The question's focus on the picture's soft-tissue or bone content was considered alongside the image type and deep components. The intricacy of the subject and its geographical anatomy were the primary foci of subsequent research. The students looked over their questionnaire answers as well as their exam results. Comments made by students provided more support for this claim. The research demonstrated that several parameters, such as picture inclusion, question complexity, regional anatomy, image depth, and students' performance, were affected. Students' personal preferences may have a significant impact on their performance. Radiological and anatomical pictures are essential in medicine for examining and evaluating a patient's anatomy. This research aimed to examine how these images affect routinely used written evaluations.