Initial word tests contribute to effective human anatomy education

Dissection-based education should be improved in response to persistent concerns regarding its quality and the impact on student performance. We hypothesized that a word test implemented during the initial stage of a dissection course would be an effective intervention for dissection-based education, especially for struggling students. From 2013 to 2017, 25 basic line drawings with English anatomical terms were distributed to 640 second-year medical students at Akita University, Japan, for dissection preparation. The word test was designed with anatomical terms and images and was conducted in the second week of dissections; it contained 10 line drawings and asked students to provide 30 English anatomical terms. The scores were returned immediately. Practical examinations were administered at mid-term and on the last day of the course. The word test scores were positively correlated and significantly predicted the practical examination scores. Friedman test rankings for students with low word test scores (< 60%) significantly improved through practical examinations. These positive effects may be attributable to several factors, including the design with anatomical terms and images, early implementation, providing students with appropriate information for dissection preparation, and immediate feedback on scores. The effects are discussed through the lens of adult learning theory. The word test could help learners understand how to study anatomy and motivate them for dissections, and help teachers support struggling students. The word test may be effective for anatomy education in the context of reduced curriculum hours.