Anatomy table conference assessments in place of cadaver practical exams

A new curriculum was implemented in 2009 at the University of Utah, School of Medicine. Cadaver practical exams were eliminated because of schedule constraints. We replaced those exams with oral assessments performed during weekly table conferences. Learning objectives were provided for each weekly dissection period, detailing the content for which the students were responsible during table conference assessment. Weekly, six dissection groups (4-5 students/group) were randomly selected for a table conference, during which each student was assessed. Each student was assessed four times during the course. The same faculty did the assessments, to increase consistency among assessments. Students were graded on accuracy, depth of understanding, clarity of explanation, and use of the cadaver. Results demonstrate that student participation increased, as did the level of understanding of the objectives and retention of material. In addition, communication skills and use of anatomical terminology improved. We suggest that anatomy table conferences increase student engagement, demonstration of anatomic knowledge, and integration of that knowledge with pathology and physiology.