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Background <p>In 2024, an 8-week IPE human anatomy dissection elective was offered to first-year students from various health professional programs. Past renditions of this elective were effective at improving IPE readiness and collaboration. However, previous studies did not evaluate the elective’s impact on students’ anatomical knowledge. Therefore, the objective of this study was to evaluate students’ anatomical knowledge before and after the IPE anatomy dissection elective. Artificial intelligence (AI) objective structured practical examination (OSPE) was used as a formative assessment.</p> Methods <p>Enrolled students were invited to complete the online AI OSPE pre- and post-tests. The AI OSPE pre- and post-tests consisted of 10 anatomical topics with three questions each (30 total questions). AI grading for each question was manually verified by the team. Total and topic pre- and post-test scores were reported as median percentages with quartiles and compared using the Wilcoxon signed rank test (<i>p</i> &lt; 0.05 as statistically significant).</p> Results <p>A total of 35 first-year students and 10 student mentors participated in this elective and were invited to participate. Twenty-four participants (21 first-year students and 3 mentors) completed the pre- and post-tests. The median total AI OSPE scores before and after the elective were 45.0% (35.8%, 63.3%) and 60.0% (45.8%, 70.8%), <i>p</i> = 0.0041. Changes in median scores for neuroanatomy was 66.7% (33.3%, 75.0%) vs. 100% (66.7%, 100.0%), and for reproductive anatomy was 0.0% (0.0%, 41.7%) vs. 66.7% (33.3%, 66.7%), <i>p</i> &lt; 0.01.</p> Conclusion <p>This evaluation demonstrated that the IPE elective was associated with changes in students’ anatomical knowledge, especially in a few specialized topics. The AI OSPE can offer support in students’ learning and serve as a convenient proxy to assess anatomy knowledge. Future studies need to verify whether participants’ changes in anatomy knowledge are sustained beyond the elective and to optimize AI integration into future IPE and anatomy curricula.</p>

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Dissecting interprofessional anatomy education: insights from AI-driven assessment

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月1日

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  • Shirley Quach,
  • Ethan Michalenko,
  • Trinity Stodola,
  • Josh P. Mitchell,
  • Bruce Wainman,
  • Sarah Wojkowski,
  • Yasmeen Mezil

摘要

Background

In 2024, an 8-week IPE human anatomy dissection elective was offered to first-year students from various health professional programs. Past renditions of this elective were effective at improving IPE readiness and collaboration. However, previous studies did not evaluate the elective’s impact on students’ anatomical knowledge. Therefore, the objective of this study was to evaluate students’ anatomical knowledge before and after the IPE anatomy dissection elective. Artificial intelligence (AI) objective structured practical examination (OSPE) was used as a formative assessment.

Methods

Enrolled students were invited to complete the online AI OSPE pre- and post-tests. The AI OSPE pre- and post-tests consisted of 10 anatomical topics with three questions each (30 total questions). AI grading for each question was manually verified by the team. Total and topic pre- and post-test scores were reported as median percentages with quartiles and compared using the Wilcoxon signed rank test (p < 0.05 as statistically significant).

Results

A total of 35 first-year students and 10 student mentors participated in this elective and were invited to participate. Twenty-four participants (21 first-year students and 3 mentors) completed the pre- and post-tests. The median total AI OSPE scores before and after the elective were 45.0% (35.8%, 63.3%) and 60.0% (45.8%, 70.8%), p = 0.0041. Changes in median scores for neuroanatomy was 66.7% (33.3%, 75.0%) vs. 100% (66.7%, 100.0%), and for reproductive anatomy was 0.0% (0.0%, 41.7%) vs. 66.7% (33.3%, 66.7%), p < 0.01.

Conclusion

This evaluation demonstrated that the IPE elective was associated with changes in students’ anatomical knowledge, especially in a few specialized topics. The AI OSPE can offer support in students’ learning and serve as a convenient proxy to assess anatomy knowledge. Future studies need to verify whether participants’ changes in anatomy knowledge are sustained beyond the elective and to optimize AI integration into future IPE and anatomy curricula.