Reviewing and improving the value of a viva assessment

Abstract

INTRODUCTION: The anatomy viva is an oral examination format allowing in-depth assessment of knowledge. There are many valuable aspects to this assessment: it is quick, effective, and tests the higher cognitive thinking of students. Assessment drives learning so this type of assessment is also valuable for promoting the integration of anatomical knowledge with clinical applications. However, implementing a successful viva assessment to large student groups is challenging. MATERIALS AND METHODS: This report describes studies into the design and development of an anatomy viva framework for Year 3 MBBS students studying anatomy by dissection. The aim of the framework was to allow the viva assessment to remain a reliable, appropriate, and valid exam despite rapid growth in student numbers between 2016 (n = 19) and 2017 (n = 40). Student feedback on the subject and assessment experience was also reviewed and compared to the smaller 2016 cohort. RESULTS: Use of the new framework demonstrated a significant increase in reliability (marking consistency) when compared to 2016 data, and review of the examination data sheets indicated that the newly structured framework to the viva did not diminish the appropriateness of the viva (i.e., higher levels of cognitive thinking were still able to be assessed). Student feedback demonstrated no change to satisfaction in the subject or the assessment methods. CONCLUSION: The implementation of the new framework allowed a valuable assessment method to be updated, improved and applied to a significantly larger student cohort, thus providing an opportunity for students to develop skills in applying, integrating, and evaluating anatomical knowledge.

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