Assessment‐driven learning: Using a redesigned table test in anatomy lab—Pilot study

Abstract The table test is a formative, group‐based assessment conducted during cadaveric dissection. The anatomy faculty at Carle Illinois College of Medicine modified its structure (redesigned table test) to include individual accountability (one question per student) and a collaborative clinical application question. This study evaluated the association between the redesigned table test and students' performance in the summative anatomy practical exam and explored students' perceptions of the revised design. Table test scores and practical exam scores from the class of 2026 (prior design) and class of 2027 (redesigned test) were compared to assess their association using linear regression. Differences in practical exam scores were analyzed using a Mann–Whitney U ‐test. To measure the satisfaction of the class of 2027, a 5‐point Likert‐scale survey was conducted to gather qualitative feedback. The class of 2027 reported high satisfaction with the redesigned table test (92%), with strong agreement that it improved accountability, motivation, and preparedness. However, practical exam performance was equal to or slightly lower for the class of 2027 relative to the prior cohort. Differences in these practical scores approached statistical significance but did not reach it ( p = 0.055). Regression analyses demonstrated weak, non‐significant associations between table test and practical exam scores ( R 2 ≤ 0.024). The innovative, redesigned table test enhanced medical students' accountability, engagement, and satisfaction, but did not improve summative anatomy performance and showed limited predictive value for exam outcomes. The redesigned table test is a useful formative learning tool, but further longitudinal evaluation is needed to determine its impact.