Examining the Motivation of Health Profession Students to Study Human Anatomy

Meguid, Eiman Abdel; Smith, Claire F.; Meyer, Amanda

doi:10.1002/ase.1919

Cited by 23 publications

(32 citation statements)

References 82 publications

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“…The anatomy questions were aligned and blueprinted to the core regional anatomy syllabus (Smith et al, 2016) and the medical schools own learning outcomes. Questions were set by using Bloom's Taxonomy as a guide (Abdel Meguid et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

Does spatial awareness training affect anatomy learning in medical students?

Gonzales

Ferns

Vorstenbosch

et al. 2020

Anatomical Sciences Ed

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Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first‐ and second‐year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre‐ and post‐training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow‐up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow‐up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post‐intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.

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Section: Methodsmentioning

confidence: 99%

Does spatial awareness training affect anatomy learning in medical students?

Gonzales

Ferns

Vorstenbosch

et al. 2020

Anatomical Sciences Ed

Self Cite

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show abstract

“…Students who spend more hours in anatomy classes have higher levels of anatomy self‐efficacy (Acar et al, 2017). This is important because self‐efficacy correlates with anatomy academic performance (Burgoon et al, 2012; Pizzimenti & Axelson, 2015; Abdel Meguid et al, 2020), suggesting that students can benefit from increased confidence through their experiences of anatomy. Bandura states that self‐efficacy is central to his model of agency (Bandura, 2001).…”

Section: Introductionmentioning

confidence: 99%

The anatomy of agency: Improving academic performance in first‐year university students

Rutenberg

Ainscough

Colthorpe

et al. 2022

Anatomical Sciences Ed

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The transition from secondary to tertiary education can be challenging, as students must adapt to independent learning. For students in the allied health and nursing disciplines, this transition may coincide with compulsory first‐year courses in anatomy, which are traditionally difficult to master. Students' agency—their capacity to make intentional choices to alter the path of their learning—may play a role in their successful completion of first‐year anatomy courses. This study aimed to develop a measure for agency and to determine whether agency is associated with academic achievement. First‐year students (n = 131) completed open‐ended questions measuring each aspect of agency. Student responses were quantified using rubrics and then combined to create an overall agency score. Three factors of agency were determined: action, metacognition, and self‐efficacy. Students with higher agency scores were significantly more likely to have higher academic achievement in anatomy compared to students with lower agency scores. The relationship between agency and academic achievement was strongest for action. These results suggest that encouraging students to be active participants in their learning may help them to achieve at university.

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“…Notwithstanding, while various pedagogies can be employed during teaching (Schofield, 2018; Skinder‐Meredith, 2010), student motivation is essential to successfully acquire knowledge. Moreover, the perceived importance of anatomy may be integral in motivation to study anatomy (Abdel Meguid et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Motivation and learning methods of anatomy: Associations with mental well‐being

2021

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Appropriate anatomy education for speech and language therapists is a crucial part of preparation for clinical practice. While much research has been conducted regarding the anatomical education of medical students, there is a paucity of evidence for speech and language therapy students. This study assessed the methods employed by a cohort of first-year speech and language therapy students to learn anatomy, their perceptions of the clinical importance of anatomy and motivation to learn anatomy (using a modified version of the motivation strategies for learning questionnaire)and how this related to potential barriers to motivation such as mental well-being (using the Warwick-Edinburgh Mental Well-Being Scale [WEMWBS]). Analysis revealed that 92% of students agreed or strongly agreed that a sound knowledge of anatomy is important for clinical practice, 74% agreed or strongly agreed that listening at lectures was how they primarily learned anatomy, and 91% of students agreed or strongly agreed that they worried a great deal about tests. The latter statement was negatively correlated with a number of statements on the WEMWBS. Overall, the data revealed that first-year speech and language therapy students place importance on anatomy and its role in their future clinical practice, that they have different preferences for learning anatomy compared to medical students, and also have significant anxiety surrounding anatomy examinations. Multiple significant correlations between responses to the motivation and mental well-being questionnaires suggest that there is a significant relationship between first-year student motivation to learn anatomy and well-being.

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Examining the Motivation of Health Profession Students to Study Human Anatomy

Cited by 23 publications

References 82 publications

Does spatial awareness training affect anatomy learning in medical students?

Does spatial awareness training affect anatomy learning in medical students?

The anatomy of agency: Improving academic performance in first‐year university students

Motivation and learning methods of anatomy: Associations with mental well‐being

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