Student learning of anatomy

Abstract

Relationships between student approaches to learning and learning outcomes were explored in a population of first year students studying anatomy in a medical program offered by a research intensive Australian university. An online survey version of the Study Process Questionnaire (SPQ; Biggs et al, 2001), examination scripts and student results were the source data for this study. These students showed high Surface Approach (SA) scores (Mean 30+3.4) and Deep Approach (DA) scores (Mean 28+4.2) using the Revised two-factor SPQ. The quality of pieces of work written in their examination were rated using the SOLO taxonomy (Biggs & Collis, 1982). There was no correlation between SA and DA scores and mean SOLO ratings. However, there were significant correlations between SA scores and final grades (0.3, p<0.01) and between mean SOLO ratings and final grades (r=0.61, p<0.01) in the course. Further work exploring exactly how students approach study will be useful to elucidate the roles and distinctions between SA and DA in learning anatomy.