Human Anatomy course assessment practices
what have professors been doing?
DOI:
https://doi.org/10.35699/2237-5864.2024.45980Keywords:
Anatomy, learning, assessment, teachingAbstract
This study investigated the assessment strategies used by Human Anatomy professors at Brazilian universities. The professors used the "snowball" method to collect information. The data were collected by professors using a questionnaire validated by specialists and approved by the Research Ethics Committee of the University of the State of Mato Grosso do Sul under protocol number 5.311.817. The sample included 41 professors, predominantly male (73.17%) and aged between 29 and 45 (51.21%). Around 78% reported having a Human Anatomy background. During both the diagnostic and formative assessments, dialogued lectures (70.7%) and practical assessments (61%) prevailed, whereas practical and theoretical assessments predominated in the summative assessment (82.9%). Reported difficulties included the need for more efficient assessment tools and the reduced hours allocated to the course. The results emphasize the need to rethink assessment in Human Anatomy courses, considering students' prior knowledge and progress. Although theoretical and practical assessments are predominant, it is essential to promote learning-centered assessment with ongoing professor training to develop students' skills. Understanding assessment practices can stimulate discussions about improving the assessment process, considering the significance of human anatomy for future healthcare professionals.
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