In practical anatomical examinations, Spotters are used for real-time assessment. This method involves predissected specimens with structures pinned or tied. While it is suitable for small groups, it is challenging for large groups. To address this, we propose using “Technology-Enhanced Anatomy Spotters”, i.e., “Image-Based Spotters”, for formative assessments.

To explore students’ and faculty’ perceptions of the “Technology-Enhanced Anatomy Spotters” approach and identify challenges in its conduct.

An image-based spotter session was organized for 250 first-year medical undergraduate students. The session involved the use of images of dissected specimens, histology slides, embryological models, and radiographic films. The PowerPoint presentation was prepared with one question per slide, with timed slide transitions. The response sheets were provided online via Microsoft Forms. The students’ and faculty members’ feedback was collected through a semistructured questionnaire and analysed both quantitatively and qualitatively. Qualitative data were analysed across three domains: session usefulness, difficulties/challenges encountered, and potential for further improvement.

A high level of satisfaction was observed, with 79% of the students and 77% of the faculty reporting that the ‘Image-based Spotters’ were conducted smoothly. However, only 16% of the students perceived it as a viable alternative to traditional real-time spotters. All faculty members (100%) reported evaluating online response sheets easier than hard copy submissions.

The use of “image-based spotters” for assessing practical anatomy was well received by students and could prove to be a potentially useful method for formative assessments in practical anatomy for large groups. Furthermore, it can be of great use in instances of distant education and pandemic situations. However, careful consideration of technical issues such as virtual hindrances and logistics is necessary.