Examining Motivation of First-Year Undergraduate Anatomy Students Through the Lens of Universal Design for Learning (UDL): A Single Institution Study

Abstract

Motivation is critical for meaningful learning among healthcare students studying anatomy. Learners are highly variable, and it is important to ensure learners are equally supported in the diverse aspects of an anatomy curriculum. The implementation of the educational framework, Universal Design for Learning (UDL), in anatomy curricula could potentially enhance student motivation. The multiple means of engagement principle of UDL refers to the enhancement of motivation among students. This study aimed to identify healthcare students’ motivation levels at the start and end of their anatomy module and whether there was any change in motivation. The Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to gather the self-reported motivation levels of first-year undergraduate medical, dental and occupational therapy (OT) and speech and language therapy (SLT) students studying anatomy at the start of their respective anatomy modules and again at the end of the module. The overall response rate was 74% and 69%, at the start and end of the study, respectively. Responses were analysed by the respective programme of study. Motivation to study anatomy among medical, dental, OT and SLT students ranged from medium to high on the MSLQ at the start of their respective anatomy modules. By the end of the anatomy modules, dental students reported high levels of motivation to study anatomy, whereas motivation among medical, OT and SLT students ranged from medium to high. A change in students’ self-reported motivation levels while studying anatomy was identified. The study emphasises the benefits of UDL and its flexible nature to enhance motivation.

Effectiveness of Use of Islamic Integrated Mathematics E-Modules To Improve Mathematical Problem Solving Capability

“…Second, the module is structured with accompanied by contextual examples in easier language understood by students motivated to learn as student responses through questionnaires. Matter this is in accordance with the research results from (Penuel et al, 2022); (Chin & Osborne, 2008), which states the phenomenon problems in everyday life day makes students more interested following the lessons as well as (Dempsey et al, 2023), stated that with the motivation module increased significantly. Third, the module is compiled based on classroom learning consists of eye learning achievements lectures and indicators, apperception, material, application of material, understanding of concepts, summary, practice questions, answer key, as well as self-reflection for students can learn and measure each other's abilities.…”