Browse by author
Lookup NU author(s): Professor Stephen McHanwell
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
This study set out to ascertain whether the context in which anatomy is learnt made a difference to students' perceptions of learning. An Approach to Learning Inventory (ASSIST) and a 31-item Anatomy Learning Experience Questionnaire (ALE) were administered to 224 students (77 dental, 132 medical and 19 speech and language) as a multi-site study. Results revealed that 45% adopted a strategic, 39% a deep and 14% a surface approach. Trends between professions are similar for a deep or strategic approach (both similar to 40%). However, a surface approach differed between professions (7% dentistry, 16% medicine, 26% speech and language science). Dental students responded more to being able to use their knowledge than did other groups (P=0.0001). Medical students found the dissecting environment an intimidating one and subsequently reported finding online resources helpful (P=0.015 and P=0.003, respectively). Speech and language science students reported that they experienced greater difficulties with learning anatomy; they reported finding the amount to learn daunting (P=0.007), struggled to remember what they did last semester (P=0.032) and were not confident in their knowledge base (P=0.0001). All students responded strongly to the statement I feel that working with cadaveric material is an important part of becoming a doctor/dentist/health care professional'. A strong response to this statement was associated with students adopting a deep approach (P=0.0001). This study has elucidated that local curriculum factors are important in creating an enabling learning environment. There are also a number of generic issues that can be identified as being inherent in the learning of anatomy as a discipline and are experienced across courses, different student groups and institutions.
Author(s): Smith CF, Martinez-Alvarez C, McHanwell S
Publication type: Article
Publication status: Published
Journal: Journal of Anatomy
Print publication date: 12/08/2013
ISSN (print): 0021-8782
ISSN (electronic): 1469-7580
Altmetrics provided by Altmetric