Collaborative Assessment in the Gross Anatomy Lab.

Purpose: In 2018, the Michigan State University College of Human Medicine incorporated two-stage examinations into the gross anatomy curriculum. Multiple studies have investigated two-stage examinations and have largely reported positive findings. Here, we used a mixed-methods approach to further investigate the feasibility and student perceptions of the two-stage examination in the context of a medical school curriculum that emphasizes longitudinal group-based learning and formative assessments. Methods: Three student cohorts were assessed with a formative two-stage examination at the end of their first-year anatomy experience. Data for the quantitative analysis included examination scores from the individual and group portions of the two-stage examination. For the qualitative stage of this project, we utilized a constructivist grounded theory methodology in which data, including both post-examination survey results and one-on-one semi-structured student interviews, were transcribed (interviews), coded, inductively and iteratively reviewed, and thematically interpreted. Results: Survey and interview results revealed an overwhelmingly positive perception of the collaborative assessment experience. Student comments demonstrated educational value in the immediate feedback provided by this examination format and suggested that collaboration during the examination transformed the assessment into a learning experience. Conclusions: While two-stage examinations have the potential to positively transform an assessment into a learning experience, we also identified complex relationships between content knowledge and anxiety that may affect student perceptions. In addition, examination logistics (e.g., curricular timing) have the potential to negatively affect student perceptions, indicating that faculty should consider these factors when implementing collaborative assessments into their curriculum.

Effects of an Exercise and Mental Activity Program for People With Dementia and Their Care Partners.

Exercise and mental stimulation may improve cognition, physical function, and well-being of people with dementia (PWD) and older adults more generally. This study evaluated changes in physical function, physical activity, exercise self-efficacy, and mental well-being with participation in Minds in Motion®, a weekly exercise and mental stimulation program for PWD (n = 343) and care partners (n = 318). Most physical function measures improved among PWD and care partners (endurance, upper and lower body strength, upper body flexibility; ps ≤ .009). Participants also reported a significant increase in weekly frequency, duration, and intensity of physical activity (ps < .001) and in mental well-being (p < .001). Exercise self-efficacy did not change (p = .16). These results suggest that Minds in Motion® yields improvements in physical function, which may translate into better functional abilities for PWD and improved ability for their partners to care for people living with dementia.