A psychometric evaluation of the anatomy learning experiences questionnaire and correlations with learning outcomes

Choi-Lundberg, DL; Williams, Anne-Marie; Zimitat, Craig

doi:10.1002/ase.1693

Cited by 9 publications

(13 citation statements)

References 60 publications

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“…Moreover, students who adopted a deep approach to learning demonstrated strong agreement when asked whether dissecting room teaching and getting their “hands in and feeling for structures” was an effective way of learning anatomy, suggesting that active participation in cadaveric practical classes aids learning. This relationship was also reported by Smith and Mathias [ 5 ], and their conclusions were echoed by Choi-Lundberg et al [ 58 ].…”

Section: Discussionsupporting

confidence: 75%

A Multicentre Analysis of Approaches to Learning and Student Experiences of Learning Anatomy Online

et al. 2022

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Introduction The approaches to learning students adopt when learning anatomy online could yield important lessons for educators. Dissection room teaching can encourage students to adopt a deep approach to learning anatomy. It was therefore hypothesized that the proportion of students adopting a deep approach to learning would be lower in a population learning anatomy online. This research aims to investigate the experiences of students learning anatomy online during the COVID-19 pandemic and the approaches to learning they adopted. Methods A survey was distributed to medical students at 7 universities across the UK and Ireland. The survey included two previously validated questionnaires: Approaches and Study Skills Inventory for Students and Anatomy Learning Experience Questionnaire. Results The analysis included 224 unique student responses. Students’ approach to learning mirrored reports from previous studies conducted during face-to-face tuition with 44.3% adopting deep, 40.7% strategic, 11.4% surface, and 3.6% combined learning approaches. The university (p = 0.019) and changes to formative (p = 0.016) and summative (p = 0.009) assessments significantly impacted approach to learning. Students reported that online resources were effective but highlighted the need for clearer guidance on how to find and use them successfully. Conclusion It is important to highlight that students value in-person opportunities to learn from human cadaveric material and hence dissection room sessions should remain at the forefront of anatomical education. It is recommended that future online and/or blended provisions of anatomy teaching include varied resources that maximize engagement with media featuring cadaveric specimens.

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Section: Discussionsupporting

confidence: 75%

A Multicentre Analysis of Approaches to Learning and Student Experiences of Learning Anatomy Online

et al. 2022

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“…This result is consistent with findings from other studies that revealed over 90% of first-and second-year medical students positively identified that viewing and having tactile interaction with cadavers was essential to learning and understanding anatomy. (6,22) Choi-Lundberg et al( 22) also reported positive responses towards using cadavers, with a high level of agreeance for dissection being an effective learning tool.…”

Section: Discussionmentioning

confidence: 99%

“…This meant no determination could be made regarding correlations between the ALEQ items and potentially grouping them into common factors and thus potentially reducing the total number of questionnaire items as demonstrated in a previous study. (22) The small sample size also limits the generalisability of the results. The study population was a cohort of paramedicine students at one Australian university.…”

Section: Limitationsmentioning

confidence: 99%

Investigating the Anatomy Learning Experiences of Undergraduate Paramedic Students

Carnicelli

Williams

Edwards

2022

Australasian Journal of Paramedicine

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Introduction The study of human anatomy forms a foundational knowledge base essential for healthcare professional practice including paramedicine. However, little is known about the experiences and perceptions of undergraduate student paramedics towards learning anatomy. The aim of this study was to investigate this, utilising a questionnaire previously validated in medical students. Methods To explore anatomy learning experiences, a 32-item anatomy learning experiences questionnaire (ALEQ) modified for use with paramedicine students was distributed online to students enrolled in the Bachelor of Paramedic Practice at the University of Tasmania. Quantitative statistics were used to identify differences in responses between student groups. Cronbach’s alpha assessed the reliability of the modified ALEQ. Results Fifty-one usable responses were obtained (20% response rate). Psychometric analysis demonstrated good overall reliability (Cronbach’s alpha of 0.88). The students perceived several learning activities as positive including textbooks, online learning and practical classes. However, it was generally felt the amount of content to learn was daunting. Furthermore, the students indicated working with cadavers would be highly beneficial for their learning. The relevance of anatomy was also recognised as being important to future clinical practice. Conclusion Despite the low response rate, the modified ALEQ was a reliable instrument to investigate the anatomy learning experiences and perceptions of paramedicine students. Further research with a larger cohort is required to confirm the reliability and generalisability of the results.

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“…Neuroscience research has conclusively demonstrated that learning in multiple ways reinforces knowledge comprehension (Georgiadou & Roehr‐Brackin, 2017; Philipp et al, 2019) and stimulates metacognition (Good et al, 2013; Grogan & Ferguson, 2018). In addition, multimodal approaches allow students to learn in ways in which they are most comfortable (Choi‐Lundberg, Williams, & Zimitat, 2017; Urval et al, 2014), while also challenging them to adopt other avenues (Good et al, 2013; Husmann & O'Loughlin, 2019). The direct impact of multimodal learning styles has also been established by observations of improved cognitive abilities leading to enhanced academic performances (Drisdelle et al, 2017; Kornkasem & Black, 2015).…”

Section: Discussionmentioning

confidence: 99%

Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

Chaudhuri

2020

Clinical Anatomy

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The teaching of anatomy is challenging due to the constraints of material and personnel resources. Research has established that the learning preferences of students are malleable and determined by the requirements of the course. Further, drawing has been reported to aid learning in anatomy by facilitating problem solving and reducing the cognitive overload in students. Considering these issues, the aims of the study were to investigate (a) if positive changes occur in the learning styles and approaches following the incorporation of drawing during cadaveric dissection, and (b) whether they are associated with improved learning outcomes. One cohort of students in an anatomy course received training in creating scientific drawings from dissected human cadavers, while two cohorts of students did not receive such training. The learning preferences of students and their final examination grades were assessed at the commencement and conclusion of the course. Majority of student who had training in drawing transitioned from being bimodal, to trimodal or quadrimodal learners. This was associated with efficient learning approaches and a significant (p < .05) improvement in learning outcomes in these students. There were no changes in any parameters in students who had not received training in drawing. Therefore, the modulation of learning preferences of students through drawing is a pragmatic approach in anatomy teaching.

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A psychometric evaluation of the anatomy learning experiences questionnaire and correlations with learning outcomes

Cited by 9 publications

References 60 publications

A Multicentre Analysis of Approaches to Learning and Student Experiences of Learning Anatomy Online

A Multicentre Analysis of Approaches to Learning and Student Experiences of Learning Anatomy Online

Investigating the Anatomy Learning Experiences of Undergraduate Paramedic Students

Changes in the learning styles and approaches of students following incorporation of drawing during cadaveric dissection

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