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Relationship of Self-Assessment of Embryology Lesson Outcomes with Expected and Actual Academic Achievement among Medical Students

  • Anatomy & Biological Anthropology
  • Abbr : Anat Biol Anthropol
  • 2026, 39(2), pp.147~156
  • DOI : 10.11637/aba.2026.39.2.147
  • Publisher : 대한체질인류학회
  • Research Area : Medicine and Pharmacy > Anatomy
  • Received : June 2, 2026
  • Accepted : June 17, 2026
  • Published : June 30, 2026

Hyo Hyun Yu ORD ID 1,  Hyoung Tae Kim ORD ID 2

1전북대학교 의과대학 의학교육학교실
2전북대학교 의과대학 해부학교실

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ABSTRACT

This study aimed to analyze the relationship between students’ outcome-level self-assessment of understanding and academic achievement in embryology, focusing on the embryonic period from fertilization to 8 weeks of development, to identify lesson outcomes with which students struggle and to provide foundational data for improving teaching and learning strategies. A total of 135 first-year medical students at a single medical school completed online self-assessments using a 6-point scale for 19 lesson outcomes across Chapters 1-5 of a standard embryology textbook, administered at the end of each chapter. At the end of the final class, students were also asked to estimate their expected academic achievement score. Academic achievement was then measured using a 28-item test. Data were analyzed using SPSS version 18.0. Students reported significantly lower self-assessed understanding of lesson outcomes in Chapters 4 and 5 (weeks 3-8 of development) compared to Chapters 1-3 (fertilization through week 2) (p<.001). Actual academic achievement exceeded expected academic achievement. Female students scored significantly higher than male students on self-assessment for Chapter 1 outcomes (p<.05). Students with a history of academic failure showed significantly lower overall self-assessment and actual academic achievement compared to those without such experience (p<.05). Outcome-level self-assessment was significantly and positively correlated with expected academic achievement across all outcomes (p<.05); however, only the newly developed outcome (B1) showed a significant positive correlation with actual academic achievement (p<.05). These findings indicate that students experience greater difficulty with embryological content from week 3 onward, and suggest the need to implement active teaching strategies aligned with lesson outcomes, support the development of students’ self-assessment competencies, provide individualized guidance for students with prior academic failure, and diversify assessment formats to promote deeper understanding. The results may serve as foundational data for enhancing teaching and learning practices in medical embryology education.

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