Correlation between frequent assessment and partial exams in Human Anatomy I

Abstract

Introduction: Assessment is an essential component of the teaching-learning process and serves as a mechanism for continuous progress. In Human Anatomy, the integration of formative (ongoing) and summative (midterm exams) assessment is essential for academic success, a process now enhanced by technologies such as the Anatomage virtual dissection table.
Objective: To determine the correlation between the results of frequent assessments and midterm exams in the Human Anatomy I course at San Gregorio University in Portoviejo.
Method: A cross-sectional study (October 2024–March 2025) that included all 86 first-year medical students, divided into four groups. Theoretical and empirical methods were used, involving a documentary analysis of official records. The relationship between variables was analyzed using Spearman’s correlation coefficient (ρ).
Results: A strong positive correlation was identified in the first midterm (ρ = 0.72; p < 0.001), which became nearly perfect in the second (ρ = 0.91; p < 0.001). Students with an “Excellent” grade showed a 100 % correlation. The greatest difficulty was observed in Cranial Osteology (43.02 % failure rate) and Appendicular Myology (39.53 %), while General Principles showed the best performance. Between midterms, the percentage of students achieving an “Excellent” grade increased from 38.37 % to 46.84 %, and the failure rate decreased from 20.93 % to 7.59 %.
Conclusions: Frequent assessments are reliable predictors of summative performance and enable early identification of academic risk. Academic progress and effective adaptation to the curriculum are evident, although a learning gap persists in highly complex topics such as myology and cranial osteology.