Motivation and learning methods of anatomy: Associations with mental well‐being

Abstract

Appropriate anatomy education for speech and language therapists is a crucial part of preparation for clinical practice. While much research has been conducted regarding the anatomical education of medical students, there is a paucity of evidence for speech and language therapy students. This study assessed the methods employed by a cohort of first-year speech and language therapy students to learn anatomy, their perceptions of the clinical importance of anatomy and motivation to learn anatomy (using a modified version of the motivation strategies for learning questionnaire)and how this related to potential barriers to motivation such as mental well-being (using the Warwick-Edinburgh Mental Well-Being Scale [WEMWBS]). Analysis revealed that 92% of students agreed or strongly agreed that a sound knowledge of anatomy is important for clinical practice, 74% agreed or strongly agreed that listening at lectures was how they primarily learned anatomy, and 91% of students agreed or strongly agreed that they worried a great deal about tests. The latter statement was negatively correlated with a number of statements on the WEMWBS. Overall, the data revealed that first-year speech and language therapy students place importance on anatomy and its role in their future clinical practice, that they have different preferences for learning anatomy compared to medical students, and also have significant anxiety surrounding anatomy examinations. Multiple significant correlations between responses to the motivation and mental well-being questionnaires suggest that there is a significant relationship between first-year student motivation to learn anatomy and well-being.

Job prospects and career pathways for human anatomy graduates from the University of Otago: Implications for student support and professional development

“…This finding is similar to a recent study, 31 where 87% of healthcare professional trainees (chiropractic, dental, medical) were interested in anatomy program content. This may partly because they consider anatomy knowledge as essential for clinical programs, as previously been reported in another study on speech and language therapy students 32 …”

“…This may partly because they consider anatomy knowledge as essential for clinical programs, as previously been reported in another study on speech and language therapy students. 32 Consistent with the motivations to study anatomy summarized above, many alumni are currently in clinical professions, some are still students, and others are in research or managerial positions, with only a minority in academic positions. Data from the University of Toronto 17 showed that 26% of their PhD graduates are in an academic position, compared with only 9.4% of the PhD graduate responses in this study.…”

Motivation to learn in university science students studying anatomy: A mixed‐methods analysis of what drives learning

“…These components of the motivational profile, ascertained by the SMQII, share similarities to those of health professional students. 3,26,27 However, in addition, science students reported high levels of self-determination and self-efficacy, potentially setting them apart from other cohorts.…”

Focus on evidence‐based anatomy in contemporary anatomy education: Arguments in favor of a pragmatic approach

“…The present scenario leaves very little space for incorporating evolved education methods and emphasizing clinical details, core focus areas in contemporary medical education. The reported knock‐on effect is a lower level of motivation/interest among students exposed to non‐research‐based anatomy knowledge (Fives et al, 2022). This seems consistent with the association between evolved teaching/learning methods and high levels of student motivation (Paech et al, 2017).…”