Investigating the Anatomy Learning Experiences of Undergraduate Paramedic Students

Abstract

Introduction The study of human anatomy forms a foundational knowledge base essential for healthcare professional practice including paramedicine. However, little is known about the experiences and perceptions of undergraduate student paramedics towards learning anatomy. The aim of this study was to investigate this, utilising a questionnaire previously validated in medical students. Methods To explore anatomy learning experiences, a 32-item anatomy learning experiences questionnaire (ALEQ) modified for use with paramedicine students was distributed online to students enrolled in the Bachelor of Paramedic Practice at the University of Tasmania. Quantitative statistics were used to identify differences in responses between student groups. Cronbach’s alpha assessed the reliability of the modified ALEQ. Results Fifty-one usable responses were obtained (20% response rate). Psychometric analysis demonstrated good overall reliability (Cronbach’s alpha of 0.88). The students perceived several learning activities as positive including textbooks, online learning and practical classes. However, it was generally felt the amount of content to learn was daunting. Furthermore, the students indicated working with cadavers would be highly beneficial for their learning. The relevance of anatomy was also recognised as being important to future clinical practice. Conclusion Despite the low response rate, the modified ALEQ was a reliable instrument to investigate the anatomy learning experiences and perceptions of paramedicine students. Further research with a larger cohort is required to confirm the reliability and generalisability of the results.

Improving physiotherapy students' anatomy learning experience and short‐term knowledge retention—An observational study in Malta

“…Different gross anatomy teaching approaches and pedagogies influence the learning experience, knowledge acquisition, and long‐term knowledge retention of students (Shead et al, 2016). Overall, students perceive the learning of anatomy as “daunting” which may negatively bias their learning experience and knowledge acquisition and retention (Carnicelli et al, 2022). Improving their learning experience might improve these as well.…”