Learning Styles/Preferences Among Medical Students: Kinesthetic Learner's Multimodal Approach to Learning Anatomy.

Numerous learning styles, schemes, and models are described in the literature. Most common are VARK (visual, auditory, read/write, kinesthetic) model of learning style and Kolb's experiential learning. Since the concept of learning style was first described, educational psychologists and medical educators have debated its validity.

The Utilization of ExamSoft®-iPad® Technology in Administering and Grading Anatomy Practical Examinations.

This article provides a detailed, step-by-step description of the introduction of technology (iPad® use of ExamSoft web-based assessment software) for administering and grading cadaver-oriented anatomy practical examinations. We explain the advantages of computer-based testing in the delivery and grading of practical examinations, including minimizing human error inherent in hand grading, improving the efficiency of reporting, and mapping the examination to course objectives. Furthermore, item analysis (including item difficulty, discrimination indices, and point biserial correlations) allows evaluation of laboratory teaching and testing and monitoring of the curriculum.

A Novel Tool for Problem-Based Learning Case Review.

The success of problem-based learning (PBL) depends on case quality and facilitator preparation. We developed a literature-based tool, the RICE form, to improve faculty case review. Its implementation and survey of end users showed the tool was expedient and advantageous.

Analysis of testing with multiple choice versus open-ended questions: Outcome-based observations in an anatomy course.

The pedagogical approach for both didactic and laboratory teaching of anatomy has changed in the last 25 years and continues to evolve; however, assessment of student anatomical knowledge has not changed despite the awareness of Bloom's taxonomy. For economic reasons most schools rely on multiple choice questions (MCQ) that test knowledge mastered while competences such as critical thinking and skill development are not typically assessed. In contrast, open-ended question (OEQ) examinations demand knowledge construction and a higher order of thinking, but more time is required from the faculty to score the constructed responses.