Undergraduate students in the health sciences typically perform poorly on practical exams. For example, the bell ringer is a stressful part of anatomy courses. This poor performance may be due to the fact that students often struggle with ‘transferring’ content from lecture (i.e., classroom) to a clinical setting (i.e., lab; Bolander et al., 2008). Although students are provided with weekly lab periods to interact with anatomical models, this learning is typically quite passive. As no assessments occur before the bell ringer, students have no early opportunities to test their knowledge. Course teaching assistants (TAs) are uniquely positioned to prepare students for the exam and to ensure they are meeting required learning outcomes. Workshop participants will explore facilitation strategies to actively involve students in the lab, thus aiding students to deepen their understanding of human anatomy and motivating reflection on these lessons. Moreover, this workshop will highlight the importance and utility of practical exams in anatomy courses and will also help increase participants’ confidence in helping students apply and evaluate their lecture-based knowledge in lab.
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"Preparing Students for Practical Exams: The Dreaded Anatomy Bell Ringer,"
Teaching Innovation Projects: Vol. 6
, Article 1.
Available at: http://ir.lib.uwo.ca/tips/vol6/iss1/1