Abstract

Anatomy is a big science with multitasking assessments including written, practical, labelling or even oral exams. The learning outcomes for each anatomy paper in the medical colleges are different based on the graduate profile and the specialty for the graduates. For instance, medical imaging students are not medical doctors but medical radiation technologists working as a radiographer and should have a basic understanding of human anatomy. On the other hand, they need comprehensive anatomical details in particular regions of the body e.g. musculoskeletal, cardiovascular, and gastrointestinal and nervous systems. Therefore, creating an anatomy exam for such types of students should consider these systems as top priority while the other systems have less weighting during exam construction. From my perspective on teaching anatomy across different students’ discipline i.e. medical and paramedical, I can confirm that there is a great value to have an exam proposal to validate the exam. Increase the students’ performance and decrease the students’ retention rate.