Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation

Sturges, Diana; Maurer, Trent W.; Allen, Deborah; Gatch, Delena Bell; Shankar, Padmini

doi:10.1152/advan.00091.2015

Cited by 52 publications

(42 citation statements)

References 50 publications

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“…Their level of motivation to learn and their anticipation of the need for A&P knowledge in the future seem to be important for teachers' focus in future instructions. This finding is underlined by other research [4,5,17,20].…”

Section: Relationships Between Motivation and Independent Study And Pmentioning

confidence: 52%

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Bioscience learning in nursing: a cross-sectional survey of beginning nursing students in Norway

2020

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Background: Taking bioscience courses such as anatomy and physiology (A&P) is important for the development of nursing competence, but learning such subjects is also a challenge for many students. Nursing students' motivation, academic performance and exposure to different teaching methods may influence the learning process. Methods: A descriptive survey was conducted with first-year nursing students at a university in Central Norway to explore their motivations, academic performance, and responses to various teaching methods used in an A&P course. Results: The study provided insight into nursing students motivation, academic performance, and responses to various teaching approaches. 57 students participated in the survey and 91 % of them passed the course. The majority (61.4%) reported that classroom lecture was the most efficient and appreciated teaching method. Independent study was significantly associated with higher A&P exam grades (p-value < 0.05). Conclusion: The survey suggests a need for further research about the quality, and presentation of anatomy and physiology units.

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Section: Relationships Between Motivation and Independent Study And Pmentioning

confidence: 52%

“…This was a self-reported survey, so answers may involve biases. The questionnaire was based mainly on instruments developed by Sturges et al [14] and Meehan-Andrews [20] and on their tests of validity and reliability. One weakness of the questionnaire was that it had only one question of motivation.…”

Section: Limitationsmentioning

confidence: 99%

Bioscience learning in nursing: a cross-sectional survey of beginning nursing students in Norway

2020

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“…Undergraduate human anatomy students reported that the quantity of material presented in the course was what prevented them from learning anatomy successfully (Wright 2012). Due to these perceptions and other factors, undergraduate anatomy and physiology courses may have high drop out, failure, and withdrawal (DFW) rates (Harris et al 2004, Sturges et al 2016.…”

Section: Introductionmentioning

confidence: 99%

Student Perceived Difficulties in Learning Organ Systems in an Undergraduate Human Anatomy Course

Lieu¹,

Gutierrez²,

Shaffer³

2018

HAPS ED

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Learning human anatomy may be a difficult task for students for a variety of reasons including the quantity of material in the course or discipline-specific factors such as understanding anatomical terminology or learning complex physiological processes. Additionally, students may find certain organ systems more challenging than others. While prior studies have assessed student perceptions of learning specific organ systems in a variety of settings, it is unknown what organ systems students in an undergraduate human anatomy course find most difficult to learn. The goals of this study were to determine what organ systems undergraduate human anatomy students find most and least challenging to learn and to determine the reasons why they feel as they do. The results of this study showed that students overwhelmingly found the peripheral nervous system to be the most difficult to learn because of complex structure-function relationships and their inability to visualize the system. Conversely, students thought that the cardiovascular and skeletal systems were the least challenging to learn because of prior exposure to them and ease of visualization. These findings allow for the development and alteration of instructional strategies to address the issues that students face when learning about difficult organ systems.

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“…Ever since AMS was first developed in 1989, it has been used with all types of audience, including college students (Guay et al, 2015;Núñez Alonso et al, 2005) and in university courses, namely Business (Smith et al, 2010), Psychology (Cokley et al, 2001;Ramos, 2013), Physical Education (Spittle et al, 2009), Dentistry (Orsini, Evans, Binnie, Ledezma, & Fuentes, 2016), Physics, Mathematics and Nutrition (Lim & Chapman, 2015;Maurer et al, 2012;Sturges, Maurer, Allen, Gatch, & Shankar, 2016), among others, which gives us a clear indication this is a scale that can be adapted to any field of knowledge. In the case of the present research, it can be translated into Portuguese and specifically adapted to the Curricular Units (CUs) under survey.…”

Section: Development Interpretation and Validationmentioning

confidence: 99%

Academic Motivation Scale: Development, Application and Validation for Portuguese Accounting and Marketing Undergraduate Students

Hounsell¹,

Rodrigues²,

Marques³

2018

IJBM

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The purpose of this research is the adaptation of the Academic Motivation Scale (AMS) and its use on Accounting and Marketing college undergraduates. After the AMS had been adapted and changed into the Accounting and Marketing Academic Motivation Scale (AMAMS), it was validated in psychometric terms so that it could become a valid tool to be applied and used in studies involving this type of students. Using structural equation modelling, the AMAMS that resulted from adapting the original AMS model was tested. The new scale thus obtained has produced significant results that were very similar to those of the original scale, which means that it is valid and can be applied to other contexts. The validity and statistical reliability of the new scale made it possible to measure Accounting and Marketing college undergraduates’ motivation in a reliable and robust way. The present research is an important contribution for literature since it is the first time that AMS is adapted to and validated in students of these two areas of management, although it has already been applied to several educational contexts.

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Academic performance in human anatomy and physiology classes: a 2-yr study of academic motivation and grade expectation

Cited by 52 publications

References 50 publications

Bioscience learning in nursing: a cross-sectional survey of beginning nursing students in Norway

Bioscience learning in nursing: a cross-sectional survey of beginning nursing students in Norway

Student Perceived Difficulties in Learning Organ Systems in an Undergraduate Human Anatomy Course

Academic Motivation Scale: Development, Application and Validation for Portuguese Accounting and Marketing Undergraduate Students

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