• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Journal articles
    • View Item
    • Home
    • Griffith Research Online
    • Journal articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • Medical students' learning of anatomy: memorisation, understanding and visualisation.

    Author(s)
    Pandey, Priti
    Zimitat, Craig
    Griffith University Author(s)
    Zimitat, Craig
    Year published
    2007
    Metadata
    Show full item record
    Abstract
    Relationships between students' perceptions of successful approaches to learning anatomy, their own approaches to learning and learning outcomes were explored in a population of first year medical students studying anatomy at a research intensive, Australian university. Students perceived successful learning of anatomy to involve hard work, involving memorization, understanding or visualisation. An online survey with a version of the SPQ that measures approaches to learning (Biggs, Kember, & Leung, 2001), student examination scripts and results were source data for this study. Students showed high Surface Approach (SA) scores ...
    View more >
    Relationships between students' perceptions of successful approaches to learning anatomy, their own approaches to learning and learning outcomes were explored in a population of first year medical students studying anatomy at a research intensive, Australian university. Students perceived successful learning of anatomy to involve hard work, involving memorization, understanding or visualisation. An online survey with a version of the SPQ that measures approaches to learning (Biggs, Kember, & Leung, 2001), student examination scripts and results were source data for this study. Students showed high Surface Approach (SA) scores (Mean 30+3.4) and Deep Approach (DA) scores (Mean 31+4.2) consistent with the use of both memorisation and understanding as key strategies of learning anatomy. The quality of written assessment was rated using the SOLO taxonomy (Biggs & Collis, 1982). There were significant correlations between SOLO ratings and DA scores (r = 0.24, p < 0.01), between SA scores and final grades (r = -0.30, p < 0.01), and between SOLO ratings and final grades (r = 0.61, p < 0.01) in the subject. We conclude that successful learning of anatomy appears to require visualisation, and both memorisation and understanding. Deep learning in anatomy may involve the development of a personal framework of understanding in which memorisation is used as a strategy for accurate recall of detailed information.
    View less >
    Journal Title
    Medical Education
    Volume
    41
    Issue
    1
    Publisher URI
    http://www.blackwell-synergy.com/toc/med/41/1
    DOI
    https://doi.org/10.1111/j.1365-2929.2006.02643.x
    Copyright Statement
    © 2007 Blackwell Publishing. The definitive version is available at www.blackwell-synergy.com
    Subject
    Medical and Health Sciences
    Education
    Psychology and Cognitive Sciences
    Publication URI
    http://hdl.handle.net/10072/18621
    Collection
    • Journal articles

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander