An investigation into medical students' approaches to anatomy learning in a systems‐based prosection course

Mathias, Haydn

doi:10.1002/ca.20530

Cited by 56 publications

(58 citation statements)

References 25 publications

(18 reference statements)

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“…The students that day may have been new to the material or may have been overwhelmed by the amount to study during that session but at the same time find the environment a positive experience. Students who adopted a strategic approach unsurprisingly explained that their main motivation was to pass examinations, this reflects previous literature (Smith & Mathias, 2007;Ward, 2011, Smith et al, 2014. Students who adopted a strategic approach reported finding the dissecting room a daunting environment but this was perhaps superseded by their motivation to achieve.…”

Section: Discussion Discussionsupporting

confidence: 68%

Interplays of psychometric abilities on learning gross anatomy

Smith¹,

Stokholm²,

Sinha³

et al. 2017

MedEdPublish

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In recent years, there has been international debate concerning how students learn anatomy. The rapid increase in scientific knowledge has put pressure on the place of anatomy within the medical and allied health professional curricula, as well as the design and structure of anatomy courses. In this regard, relatively little is known about what medical and allied health professions students want from an anatomy course or how they learn it. To assess students' learning approaches and perceptions of anatomy, a series of psychometric tests were administered to Medical (n=82), Podiatry (n=21), and Pharmacy (n=74) students in the United Kingdom. Analysis of the Anatomy Learning Experience (ALE) questionnaire revealed a predominantly positive attitude towards anatomy and the dissection room, with most valuing cadaveric dissection and not regarding it as a daunting environment. Further to this, analysis of the Approaches to Studying Inventory for Students (ASSIST) revealed predominant preferences for strategic and deep approaches. Personality traits were associated with certain learning approaches; neuroticism with surface (p=0.038), conscientiousness with both a deep and strategic approach (p=0.000 and p=0.060 respectively). Certain personality traits were also found to be associated with anatomy experience e.g. neuroticism and achievement striving felt the most effective way to learn was to get their hands in and feel for structures (p=0.044 and p=0.012 respectively). This study concludes that undergraduate students of medicine, podiatry and pharmacy learn anatomy in slightly different ways. Preparation for classroom activities should centre on the promotion of an optimum learning environment and teaching strategies which promote a deep approach to learning. Understanding students' personality and learning experiences should help teachers improve the students' learning of anatomy for effective application to clinical practice.

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Section: Discussion Discussionsupporting

confidence: 68%

Interplays of psychometric abilities on learning gross anatomy

Smith¹,

Stokholm²,

Sinha³

et al. 2017

MedEdPublish

View full text Add to dashboard Cite

show abstract

“…The use of these assessment methods in the curriculum of medical education has promoted an integrated approach to learning anatomy. Several studies showed that this integrated approach improves student participation and understanding [20,21].…”

Section: Introducing Clinical Reasoning Into the Teaching Of Anatomymentioning

confidence: 99%

Cephalic Index in Sexual Dimorphism and Racial Diversity: A Mini Review

Orish

2018

MOJAP

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Recent years have seen significant advances in the field of anatomical pedagogy. Among these major advances, the introduction of clinical reasoning in the early years of the medical curriculum has modified and modernized the approach to teaching anatomy. At the Faculty of Medicine of the Gaston Berger University of Saint-Louis, conventional high-school teaching has been enriched by this new teaching method.Clinical reasoning is the foundation of medical practice, it brings together processes of thought and decision making that allow the clinician to take the most appropriate actions in a specific context of problem solving. However, learning and teaching clinical reasoning are particularly demanding, especially in a discipline such as anatomy, and during first years of the medical curriculum. Apart from the basic knowledge of anatomy, clinical reasoning also requires cognitive abilities from students. Despite these difficulties, the teaching of anatomy can be an interesting basis for learning and practicing clinical reasoning.Our experience shows that even at the beginning of their curriculum, medical students may be confronted with clinical situations. In anatomy, this scenario improves the motivation and understanding of students. Moreover, it represents an exercise in which students feel valued because they are playing their future role in the care team.

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“…[14] Students' approaches to learning anatomy are driven by many factors and perceptions like the curriculum, assessment, previous educational experience, and the influence of staff and fellow students. [15] Textbook/ atlas of anatomy and anatomy lectures were the most common mode of learning anatomy by students in this study, while radiology was the least common. While these traditional means of learning are age long and very useful, introduction of radiological and computer-assisted learning methods may arouse student interest in the subject and enhance performance.…”

Section: Discussionmentioning

confidence: 73%

The prospect of anatomy as a career choice among clinical year medical students in Nigeria

Onakpoya

Adereti

2009

Ann Afr Med

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Background: Medical doctors are potential important source of anatomy teachers. The aim of this study was to determine the choice of anatomy as a career option among medical students in a Nigerian medical school Method: Descriptive survey of second-and third-year medical students using a self-administered questionnaire to asses age, sex, perception of anatomy as a subject, anatomy training experience and choice of anatomy as a career among respondents. Analysis was conducted using the SPSS and statistical signifi cance inferred at P<0.05. Results: Three hundred and fi fty three (85.3% response rate) who completely fi lled questionnaire were returned and analyzed of which 195 (55.2%) were males and 158(44.8%) were females. Their ages ranged between 18 and 37 years with a mean of 22.4 ± 9.9 years. Although most students agreed that anatomy was an important subject in medical sciences 346 (98%), they had benefi ted from anatomy training in their clinical classes 320 (90.7%), and the knowledge of anatomy is useful in investigating patients with certain diseases 251 (71.1%), only 22 (6.2%) would choose anatomy as a career. Male students were more likely to choose anatomy as a career (P=0.026). Textbooks were the most common 334 (94.5%), while radiological means were the least 23 (6.5%) method employed in learning anatomy. Conclusion: Anatomy as a subject is perceived positively by clinical medical students, but the choice as a career option is low; attempt at increasing career interest is needful.

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An investigation into medical students' approaches to anatomy learning in a systems‐based prosection course

Cited by 56 publications

References 25 publications

Interplays of psychometric abilities on learning gross anatomy

Interplays of psychometric abilities on learning gross anatomy

Cephalic Index in Sexual Dimorphism and Racial Diversity: A Mini Review

The prospect of anatomy as a career choice among clinical year medical students in Nigeria

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