Enhancing radiographic anatomy education: Integrating higher-order questioning in anatomy assessment
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Authors
Aziz, Joseph
Yang, Lixin
Yang, Lixin
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Date
2024-12
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Conference Contribution - Poster Presentation
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Auckland (N.Z.)
New Zealand
medical imaging education
medical imaging students
anatomy
New Zealand
medical imaging education
medical imaging students
anatomy
ANZSRC Field of Research Code (2020)
Citation
Aziz, J. & Yang, L. (2024, December, 3-5) Enhancing radiographic anatomy education: Integrating higher-order questioning in anatomy assessment [Poster presentation] Australian and New Zealand Association of Clinical Anatomists ANZACA, Dubbo NSW, Australia.
https://hdl.handle.net/10652/6735
Abstract
INTRODUCTION
Traditional anatomy assessments often emphasize knowledge recall through lower-order questioning, which may not adequately prepare students for clinical practice. Higher-order questioning involves deeper cognitive processes, requiring students to apply, analyse, and evaluate anatomical concepts.
OBJECTIVE
This study aimed to evaluate the impact of higher-order questioning in anatomy assessments for Year 2 medical imaging students over four years, compared to traditional lower-order questioning.
MATERIALS AND METHODS
The study analysed assessment results from 160 Year 2 medical imaging students over four academic years. Each year, 40 students were assessed using higher-order questioning techniques, including case-based scenarios and critical thinking prompts. Their performance was compared to previous cohorts who had been assessed with lower-order questions focused on structure identification. Data on student performance, engagement, and feedback were collected and analysed to assess cognitive development and alignment with clinical practice needs.
RESULTS
Students assessed with higher-order questions consistently showed improved cognitive abilities, demonstrating better application of theoretical knowledge to clinical scenarios. These students exhibited higher engagement and confidence in translating anatomy knowledge into practice. The results aligned with learning outcomes, demonstrating the effectiveness of higher-order questioning in bridging the gap between theory and clinical practice. Conclusion: Higher-order questioning enhances cognitive development and prepares students more effectively for clinical practice. This approach supports learning outcomes and promotes its broader adoption in medical imaging education.
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