Article (Accepted Version) http://sro.sussex.ac.uk Smith, Claire F and Mathias, Haydn S (2010) Medical students' approaches to learning anatomy: students' experiences and relations to the learning environment. Clinical Anatomy, 23 (1). pp.

There is continuing debate regarding doctors' knowledge of anatomy as an appropriate preparation for professional practice. This exploratory case study examined alumni's experiences of learning anatomy. The aim was to inform curriculum development and to gain a better understanding of how anatomy knowledge is applied in practice. A total of 140 medical student alumni from the University of Southampton participated in this study (49% males, 51%female). Participants completed a Likert Scale questionnaire with free comment sections. Descriptive results found that: using cadaveric material was an effective way of learning anatomy; assessment was a major motivator; and around half forgot a lot of anatomy but that knowledge came back easily. Statistical analysis revealed associations between certain promotion and negative factors in learning. Links were also seen with current job role, revealing that those who responded to positive factors were involved in careers which involved a great deal of anatomy and vice versa. The process of learning anatomy is further understood. To facilitate learning anatomy should be taught throughout the curriculum and use human cadavers. Relating knowledge to practice requires transformation of knowledge and is best facilitated by the learning being situated in clinical contexts.

Students' approaches to learning anatomy are driven by many factors and perceptions, e.g., the curriculum, assessment, previous educational experience, and the influence of staff and fellow students. However, there has been remarkably little research into characterizing how students approach their anatomy learning. What is known, based on a sample of 243 students, is that students studying medicine at the University of Southampton adopt primarily a "deep" approach to learning. Medical students at Southampton learn anatomy in a systems-based curriculum through prosections. Analysis of data from an Approaches to Study Inventory (ASSIST) revealed that students preferred using a deep approach over a strategic or surface approach (P < 0.001 and P < 0.001, respectively). They also adopted an increasingly strategic approach as they moved through the medical curriculum. There was a relationship between anatomy examination results and approach to learning. Students who adopted a strategic approach performed better (R = 0.266, P < 0.001). It is argued that curriculum design, including the form of assessment, is the key to promote effective anatomy education and the goal of deep and meaningful learning in preparation for professional practice.

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