Browsing by Author "Cale, Andrew S."
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Item Anatomy Nights: An international public engagement event increases audience knowledge of brain anatomy(PLOS, 2022-06-09) Sanders, Katherine A.; Philp, Janet A.C.; Jordan, Crispin Y.; Cale, Andrew S.; Cunningham, Claire L.; Organ, Jason M.; Anatomy, Cell Biology and Physiology, School of MedicineAnatomy Nights is an international public engagement event created to bring anatomy and anatomists back to public spaces with the goal of increasing the public's understanding of their own anatomy by comparison with non-human tissues. The event consists of a 30-minute mini-lecture on the anatomy of a specific anatomical organ followed by a dissection of animal tissues to demonstrate the same organ anatomy. Before and after the lecture and dissection, participants complete research surveys designed to assess prior knowledge and knowledge gained as a result of participation in the event, respectively. This study reports the results of Anatomy Nights brain events held at four different venues in the UK and USA in 2018 and 2019. Two general questions were asked of the data: 1) Do participant post-event test scores differ from pre-event scores; and 2) Are there differences in participant scores based on location, educational background, and career. We addressed these questions using a combination of generalized linear models (R's glm function; R version 4.1.0 [R Core Team, 2014]) that assumed a binomial distribution and implemented a logit link function, as well as likelihood estimates to compare models. Survey data from 91 participants indicate that scores improve on post-event tests compared to pre-event tests, and these results hold irrespective of location, educational background, and career. In the pre-event tests, participants performed well on naming structures with an English name (frontal lobe and brainstem), and showed signs of improvement on other anatomical names in the post-test. Despite this improvement in knowledge, we found no evidence that participation in Anatomy Nights improved participants' ability to apply this knowledge to neuroanatomical contexts (e.g., stroke).Item Chaotic fun! Promoting active recall of anatomical structures and relationships using the Catch‐Phrase game(Wiley, 2025) Cale, Andrew S.; McNulty, Margaret A.; Anatomy, Cell Biology and Physiology, School of MedicineActive recall, the act of recalling knowledge from memory, and games-based learning, the use of games and game elements for learning, are well-established as effective strategies for learning gross anatomy. An activity that applies both principles is Catch-Phrase, a fast-paced word guessing game. In Anatomy Catch-Phrase, players must get their teammates to identify an anatomical term by describing its features, functions, or relationships without saying the term itself. Once a teammate guesses the term, players switch roles and continue play with the next term(s) until time runs out. Meanwhile, the instructor notes common errors and reviews knowledge gaps with the team at the end of the round. Prior to the first exam, a seven-question evaluation was distributed to the health professional students. A total of 18 dissection lab groups (86%) played one round of Anatomy Catch-Phrase, with many groups playing multiple times. After the first exam, 73 students (61%) completed the evaluation. On a five-point scale, most students indicated they enjoyed Anatomy Catch-Phrase (4.3 ± 0.9), highly recommended it (4.2 ± 0.9), and wanted to play it in the future (4.3 ± 1.0). Most students also found the game relevant to the course material (4.5 ± 0.8), useful for reviewing (3.9 ± 0.9), and helped reinforce their knowledge (3.9 ± 0.9). Anatomy Catch-Phrase was highly rated, with a score of 4.3 ± 0.9. Multiple students also provided enthusiastic unsolicited comments, such as 'LOVED IT! A fun way to study anatomy!:)'. Overall, Anatomy Catch-Phrase was well-received as a fun activity for reviewing the anatomy relevant to the course.Item Integrating a Cadaver Review Session into the Existing Regional Anesthesia Training for Anesthesiology Residents: An Initial Experience(Springer, 2020-02-24) Cale, Andrew S.; Hendrickse, Adrian; Lyman, Matthew; Royer, Danielle F.; Anatomy and Cell Biology, School of MedicineThe Department of Anesthesiology’s Acute Pain Service (APS) places ultrasound-guided peripheral nerve blocks (PNBs) to manage acute peri-operative pain. PNB success is dependent on detailed anatomical knowledge which residents may not have formally reviewed since medical school. This study describes the integration of a cadaver review session (CRS) that reintroduces PNB-related anatomy into the existing APS rotation. During each CRS, an anatomist reviewed the major nerve and surrounding structures, while an APS attending integrated the anatomy with PNB techniques. During the pilot, 1st- and 3rd-year clinical anesthesia (CA) residents (9 CA1s, 7 CA3s) completed pre- and post-session surveys and rated the CRS’s perceived value and impact on self-confidence with anatomical knowledge. Following the pilot, an additional 17 CA1s and 9 CA3s participated in the CRS and completed post-session surveys. Descriptive statistics were used to summarize responses and unpaired t tests were used to compare pre- and post-session responses and responses between cohorts. All participants were overwhelmingly positive about the CRS and its value to the APS rotation, with 98% agreeing they recommend the CRS and found it accessible. Residents believed participation would improve board exam (average = 4.83 ± 0.66) and clinical performance (average = 4.86 ± 0.65), and self-reported increases in confidence with anatomical knowledge. Residents in the pilot group reported significantly greater confidence (p < 0.01) in their perceived anatomical knowledge after the CRS. The CRS positively impacted resident confidence in their anatomical knowledge and perceived ability to identify anatomical structures. Residents reported the CRS was a highly valued addition to regional anesthesia training.Item Metacognition in the Middle: Mismatch between Anticipated and Actual Exam Grades of Allied Health Anatomy Students(2021-04-22) Cale, Andrew S.; McNulty, Margaret A.INTRODUCTION: Accurate evaluation of one’s knowledge and performance is a key metacognitive skill critical to success in the classroom. Students who lack this skill may over-estimate their knowledge and under-prepare for exams, resulting in poor academic performance. Therefore, the purpose of this study was to assess the ability of allied health students to evaluate their exam performance in an anatomy course to identify which groups, if any, need support with this skill. METHODS: In an IRB-approved study, first-year physician assistant (PA), physical therapy (PT), and occupational therapy (OT) students (n=129) participated in a doctoral-level anatomy course. This course covered human anatomy through asynchronous lectures and synchronous virtual labs (due to COVID). Students’ anatomical knowledge was assessed via four exams throughout the course. Prior to the start of the course and again at the end, students were invited to complete a de-identified pre-survey including the Metacognitive Awareness Inventory (MAI), a 52-item survey that assesses metacognition. Throughout the course, students were asked to reflect on their exam performances (anticipated grade, actual grade, and satisfaction) using a modified Likert scale. For analyses, students were divided into terciles based on their mean combined exam performance. Reflections and MAI scores were then compared across terciles in SPSS using Kruskal-Wallis H test. RESULTS: Average exam scores of high (93%±2.0), middle (86%±2.7), and low-performers (74%±4.6) were significantly different from each other (p<0.01). A total of113 (88%) and 59 (46%) students completed the pre- and post-surveys, respectively, resulting in 52 matched pairs (40%). Overall, students significantly improved their metacognition (p<0.01). Reflection participation ranged from 67% to 97%. When asked how their actual grade measured against their anticipated grade, high- and middle-performers’ anticipated grades were similar to each other but significantly higher than those of low-performers (p<0.01 for three exams). High-performers reported significantly greater exam satisfaction than middle- and low-performers on two exams (p<0.01). The performance terciles scored similarly across all metacognition subcategories in the post-survey except declarative knowledge, the factual knowledge of structures and concepts that provides the foundation for higher-order thinking (p=0.01). CONCLUSION: In this study, middle-performers appear to have the greatest mismatch between their anticipated grade, actual grade, and exam satisfaction when compared to high- and low-performers. These students anticipate strong exam performances, but appear to fall short, leaving them less satisfied. This metacognitive disconnect may be related to how students evaluate their knowledge. Students seem to evaluate their progress based on their declarative knowledge, which may not accurately represent their ability to apply that knowledge. SIGNIFICANCE: Metacognitive activities that improve student self-evaluation skills should be implemented in anatomy courses to minimize the metacognitive disconnect between anticipated and actual exam performance.Item Pre- and post-examination reflections of first-year medical students in an integrated medical anatomy course(Wiley, 2024-01) Cale, Andrew S.; Hoffman, Leslie A.; McNulty, Margaret A.; Anatomy, Cell Biology and Physiology, School of MedicineDue to the rigor and pace of undergraduate medical anatomy courses, it is not uncommon for students to struggle and fail initially. However, repetition of coursework places an additional burden on the student, instructor, and institution. The purpose of this study was to compare the exam preparation strategies of repeating and non-repeating students to identify areas where struggling students can be supported prior to course failure. As part of their integrated anatomy course, first-year medical students at Indiana University completed a metacognitive Practice-Based Learning and Improvement (PBLI) assignment prior to and after their first exam. In the PBLIs, students were asked to reflect on their exam preparation strategies, confidence, and satisfaction, as well as their predicted and actual exam performance. PBLI responses from non-repeating and repeating students were then analyzed quantitatively and qualitatively. A total of 1802 medical students were included in this study, including 1751 non-repeating and 51 repeating students. Based on their PBLI responses, non-repeating students were appropriately confident, somewhat satisfied, and more accurate when predicting their exam performance. Repeating students were overconfident, dissatisfied, and inaccurate when predicting their first exam performance on their initial, unsuccessful attempt but were more successful on their second, repeat attempt. Qualitative analysis revealed that repeating students aimed to improve their studying by modifying their existing study strategies and managing their time more effectively. In conjunction with other known risk factors, these insights into repeater and non-repeater exam preparation practices can help anatomy educators better identify and support potential struggling students.Item Promoting metacognition in an allied health anatomy course(Wiley, 2023-05) Cale, Andrew S.; Hoffman, Leslie A.; McNulty, Margaret A.; Anatomy, Cell Biology and Physiology, School of MedicineMetacognition, the ability to self-regulate one's learning and performance, has been shown to improve student outcomes. Anatomy is recognized as one of the toughest courses in allied health curricula, and students could benefit from metacognitive activities. The purpose of this study was to explore the changes in metacognition of allied health students in an anatomy course and identify which groups need support with this skill. First-year physician assistant (MPAS), physical therapy (DPT), and occupational therapy (OTD) students (n = 129) were invited to participate. At the beginning and end of the course, students completed a questionnaire including the metacognitive awareness inventory (MAI) that assesses metacognition. Students were also asked to reflect on their examination performances using a modified Likert scale and participated in reflective discussion boards to encourage development of metacognitive skills, which were thematically analyzed. Paired metacognition scores had increased significantly by the end of the course. However, middle-performers anticipated high grades and were less satisfied with their grade, indicating a disconnect in their metacognition compared to high- and low-performers. Students' receptiveness to modifying study strategies to improve performance declined throughout the course; by mid-way through, they relied more on existing strategies. Increasing time constraints were frequently cited as a major factor when considering study strategies and modification of such strategies. To maximize the effectiveness of metacognitive activities, they should be positioned early in the course when students are most receptive. In addition, middle performers may benefit from additional support to improve metacognition.