Prediction of Academic Success in a Biomedical Sciences Program via a General Knowledge Anatomy Quiz.

This communication outlines the use of a General Knowledge Quiz (GKQ) in predicting academic success in higher education. Students' scores from the GKQ, completed at the start of the academic year, and fall semester exam averages were found to correlated significantly (p = 0.008), demonstrating a link between quiz score and learning outcomes. Moreover, students who averaged below 80% on exams had significantly lower GKQ scores compared to those who achieved passing grades (80-89.9%, p = 0.013; ≥ 89.9%, p = 0.003). This tool can be tailored for early prediction of students who may need additional academic support. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-024-02008-w.

Student-Led Curricular Development in the Biomedical Science Master's Program Using Virtual Dissection.

The Anatomage table is a virtual dissection technology increasingly used to supplement anatomy education while its efficacy and integration is still being evaluated. To address the gap in student curricular leadership in such technological integration, previous master's and current medical students led a curricular development effort to design, create, and incorporate hands-on Anatomage learning activities into a master's level anatomy course during the 2021-2022 academic year. To assess changing perspectives regarding the table's role in curriculum integration and content retention, surveys were conducted before and after voluntary participants completed the learning activities. Overall, participants had a more positive perspective on the integration of the Anatomage table into the curriculum and its use to retain material compared to non-participants. Participants were significantly more likely to feel motivated to learn anatomy while interacting with the table. Compared to peers who only experienced the table in didactic lecture, activity participants were significantly more likely to perceive that the table helped them learn the skeletal system, a perception supported by significantly higher scores on skeletal anatomy exam questions. Less positive perspectives were observed overall for the muscular system, demonstrating the efficacy of the table varied with content. This research contributes to our understanding of virtual technology in anatomy education, and, although the integration of student-developed activities was complex, various educational features and pedagogical approaches were successfully utilized to establish a novel supplemental resource that contributes to multimodal learning and an academic foundation that prepares learners for their future careers in biomedical sciences and medicine.