What does this research mean for the field?

Image-based spotters are a well-received and feasible method for formative anatomy assessments in large groups, though they present technical challenges and are not widely perceived by students as a complete alternative to traditional real-time spotters. Novelty: ClaimNovelty.METHODOLOGICAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

The aim is to explore perceptions of 'Technology-Enhanced Anatomy Spotters' among students and faculty while identifying challenges in implementation.

May 18, 2026Open Access

View Full Paper

TECH-SPOT: Evaluating the feasibility and challenges of a technology-enhanced approach for spotting and assessing anatomical structures in medical education

Key Points

The aim is to explore perceptions of 'Technology-Enhanced Anatomy Spotters' among students and faculty while identifying challenges in implementation.
Organized an image-based spotter session for 250 undergraduate medical students.
Used images of dissected specimens, histology slides, embryological models, and radiographic films during assessments.
Feedback collected via a semistructured questionnaire analyzed qualitatively and quantitatively.
79% of students and 77% of faculty reported smooth conduct of the sessions.
Only 16% of students viewed it as a viable alternative to traditional methods.
100% of faculty found online response sheets easier to evaluate than hard copies.

Abstract

INTRODUCTION: In practical anatomical examinations, Spotters are used for real-time assessment. This method involves predissected specimens with structures pinned or tied. While it is suitable for small groups, it is challenging for large groups. To address this, we propose using "Technology-Enhanced Anatomy Spotters", i.e., "Image-Based Spotters", for formative assessments. OBJECTIVES: To explore students' and faculty' perceptions of the "Technology-Enhanced Anatomy Spotters" approach and identify challenges in its conduct. METHODS: An image-based spotter session was organized for 250 first-year medical undergraduate students. The session involved the use of images of dissected specimens, histology slides, embryological models, and radiographic films. The PowerPoint presentation was prepared with one question per slide, with timed slide transitions. The response sheets were provided online via Microsoft Forms. The students' and faculty members' feedback was collected through a semistructured questionnaire and analysed both quantitatively and qualitatively. Qualitative data were analysed across three domains: session usefulness, difficulties/challenges encountered, and potential for further improvement. RESULTS: A high level of satisfaction was observed, with 79% of the students and 77% of the faculty reporting that the 'Image-based Spotters' were conducted smoothly. However, only 16% of the students perceived it as a viable alternative to traditional real-time spotters. All faculty members (100%) reported evaluating online response sheets easier than hard copy submissions. CONCLUSION: The use of "image-based spotters" for assessing practical anatomy was well received by students and could prove to be a potentially useful method for formative assessments in practical anatomy for large groups. Furthermore, it can be of great use in instances of distant education and pandemic situations. However, careful consideration of technical issues such as virtual hindrances and logistics is necessary.

KI fragen

Bookmark

View Full Paper

Cite This Study

Prabhath et al. (Fri,) studied this question.

synapsesocial.com/papers/6a0aac2b5ba8ef6d83b6fbf2 https://doi.org/https://doi.org/10.1016/j.morpho.2026.101124

KI fragen

Bookmark

View Full Paper