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Anatomy students' initial perceptions about learning anatomy
Author(s) -
Notebaert Andrew,
Park Soonhye,
Hand Brian
Publication year - 2009
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.23.1_supplement.477.1
Subject(s) - memorization , rote learning , reading (process) , anatomy , perception , curriculum , active learning (machine learning) , psychology , presentation (obstetrics) , mathematics education , medical education , teaching method , medicine , pedagogy , cooperative learning , computer science , artificial intelligence , neuroscience , political science , law , radiology
Knowledge about a student's approach to learning is essential to anatomy curricular changes. Understanding how students prefer to learn can help create anatomy courses that move away from rote memorization and minimal understanding of anatomy. We conducted a research study using interviews of both students and instructors and survey instruments to describe their perceptions of learning. Data were collected at the beginning of the course and at the end to determine if there are changes made during the length of the course. The initial student survey included several open ended questions aimed at identifying general perceptions of learning and how they thought they would learn anatomy. Fifty‐six initial surveys were completed from students in four different anatomy courses. Preliminary results indicate that students preferred either an apprenticeship or a practice model for general learning. Students indicated that they would learn anatomy by repetition/memorization, reading, attending lecture, and studying notes. Although anatomy students believed that they learned better in an active learning environment, many indicated that they perceived learning anatomy in passive and behaviorist approaches. Instructors should approach curriculum development around student ideas of ideal learning environments in order to move towards deeper understanding. This project was not funded. Grant Funding Source None