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<p>This study developed and evaluated a dynamic checklist system using Google Workspace to enhance formative feedback through improved communication and self-monitoring. In a quasi-experimental cross-sectional design, two first-year cohorts used either static Lab Identification Checklists (LICs) (Class of 2026; <i>n</i> = 125) or dynamic Google Sheets LICs displaying real-time team progress (Class of 2027; <i>n</i> = 125). An anonymous 19-item Likert survey assessed use and helpfulness of LIC functions; responses (2026: <i>n</i> = 50; 40%; 2027: <i>n</i> = 46; 36.8%) were compared with Mann–Whitney U tests. Dynamic LIC users reported improved communication, progress tracking, and exam preparation, supporting scalable, low-cost formative feedback tools.</p>

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Dynamic Identification Checklists in the Anatomy Dissection Lab – approach to Enhance Formative Feedback Through Multi-faceted Communication and Self-monitoring

  • 期刊论文

  • 发表日期：

    2026年4月30日

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  • Giuliano Romano,
  • Stefanie M. Attardi,
  • Jickssa Gemechu

摘要

This study developed and evaluated a dynamic checklist system using Google Workspace to enhance formative feedback through improved communication and self-monitoring. In a quasi-experimental cross-sectional design, two first-year cohorts used either static Lab Identification Checklists (LICs) (Class of 2026; n = 125) or dynamic Google Sheets LICs displaying real-time team progress (Class of 2027; n = 125). An anonymous 19-item Likert survey assessed use and helpfulness of LIC functions; responses (2026: n = 50; 40%; 2027: n = 46; 36.8%) were compared with Mann–Whitney U tests. Dynamic LIC users reported improved communication, progress tracking, and exam preparation, supporting scalable, low-cost formative feedback tools.