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Study skills in anatomy and physiology: What’s the difference? (336.3)
Author(s) -
Husmann Polly,
Barger J. Bradley
Publication year - 2014
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.28.1_supplement.336.3
Subject(s) - likert scale , psychology , physiology , medical education , mathematics education , medicine , developmental psychology
Many factors influence the way individual students learn and study, including but not limited to: pre‐existing knowledge (Bransford et al., 1999), metacognition (Gurung & Schwarz, 2009), learning and personality styles (Fleming 1992, Myers 1962), etc. This research asks the question, “Do individual students study differently for different classes?” Study skills surveys were given to medical students at the Indiana University, Bloomington campus and the West Virginia School of Osteopathic Medicine. Each student received a study skills survey near the end of their anatomy course and another survey near the end of their physiology course. These surveys included Likert scale and open‐ended questions about study habits and basic demographic information. The responses to these survey questions were then correlated with each student’s final grades in the courses. The two surveys (anatomy & physiology) from an individual were also compared to see if each student used different study habits in anatomy than physiology. Results showed that students who changed their study habits between the two classes had significantly lower anatomy grades (p<.02) than students who used similar study habits for both classes. Additional analyses were run to investigate what changes students were making and hypotheses were posited as to why changing study habits may correspond with lower anatomy grades.