Medical students' learning of anatomy: memorisation, understanding and visualisation.
Author(s)
Pandey, Priti
Zimitat, Craig
Griffith University Author(s)
Year published
2007
Metadata
Show full item recordAbstract
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 >
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
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