ENHANCING ANATOMY REVISION THROUGH IMAGE-BASED, PART-COMPLETION GOOGLE FORMS: A CROSS-SECTIONAL STUDY AMONG FIRST-YEAR MBBS STUDENTS

Abstract

Background:
Digital formative assessments are increasingly used in medical education, but evidence on theirimpact when integrated with students’ own dissection images remains limited. This study evaluatedthe usefulness, engagement, and learner satisfaction associated with an image-based, part-completionGoogle Form designed to support revision of upper limb anatomy.
Methods:
A Google Form containing informed consent, demographic fields, ten short-answer questions basedon images from students’ own dissections, a five-item engagement/satisfaction Likert scale, and anopen-ended feedback prompt was administered to all first-yearMBBS students (n=204). Studentscompleted the form on their mobile phones during a scheduled revision session. Quantitative data (accuracy, completion time, perception scores) and qualitative feedback were analyzed descriptively.
Results:
204 students completed the form (response rate 81.6%). Performance on image-based questions washigh: 60% scored 90%, 25% scored 80-90%, 15% scored 70-80%, while only 10% scored below70%. Mean completion time was 26 minutes. Perception scores indicated strong acceptance (mean21.6 ± 2.3 out of 25). Students agreed that using images from their own dissections enhanced recall
(93%) and improved conceptual understanding (90%). Thematic analysis of comments revealed threedominant themes:
ownership & authenticity of learning,focused independent engagement, andreduced anxiety
with increased motivation.
Conclusion:
The image-based, part-completion Google Form was well received, fostered strong engagement, andserved as an effective tool for non-threatening revision. Embedding students’ own dissection imagesappears to enhance authenticity and ownership of learning. The model can be replicated for otheranatomical regions in early medical education.