Study pace as a factor that influences achievement in a human anatomy course

Elizondo‐Omaña, Rodrigo Enrique; García-Rodríguez, María de los Angeles; Morales-Gómez, Jesús Alberto; Guzmán-López, Santos

doi:10.1002/ar.b.20103

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…Moreover, the results also revealed that the pace of the study was less stimulating. The literature has shown that the achievements get worse as the pace of the course increases, and this fast-paced course can reduce the motivation of the students and also increase their stress (29).…”

Section: Discussionmentioning

confidence: 99%

RETRACTED: Academic Motivation in Undergraduate Nursing Students: An Analytical Cross-sectional Study

Aslam,

Ajani,

Zahid

et al. 2023

Preprint

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Background Nursing students must be motivated to acquire enough knowledge and skills to provide holistic patient care. As nursing students deal with human lives, a lack of motivation may produce incompetent nurses that may lead to a destructive effect on public health, resulting in a loss of capital. Hence, it is pivotal to consider the importance of academic motivation in the journeys of nursing students. This study aimed to assess the mean motivation score of undergraduate nursing students. It also explored the factors that affect the academic motivation of undergraduate nursing students. Methods An analytical cross-sectional study design was employed. A stratified sampling technique was used, and 233 undergraduate nursing students were recruited from a private nursing school in Karachi, Pakistan. The data were collected by using a self-developed questionnaire as a measuring instrument. ANOVA and t tests were applied to explore the mean motivation score among undergraduate nursing students. Results This study showed that students were extrinsically motivated; the final-year students had the lowest mean motivation score. Moreover, female students were more motivated; most students joined nursing because of their family's wishes. Conclusion As motivation decreased in the final year and students were extrinsically motivated, it is recommended that faculty members' roles are vital to promote intrinsic motivation. Different teaching-learning strategies can be used to enhance the involvement of students in educational activities.

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Section: Discussionmentioning

confidence: 99%

RETRACTED: Academic Motivation in Undergraduate Nursing Students: An Analytical Cross-sectional Study

Aslam,

Ajani,

Zahid

et al. 2023

Preprint

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“…We have previously demonstrated that there is no significant difference between the grades of first-time students in the gross anatomy regular course and remedial students, despite the latter having already been exposed to the course material. Repeating the gross anatomy course is not considered an academic advantage (Elizondo-Omañ a et al, 2006).…”

Section: Methodsmentioning

confidence: 99%

Resilience does not predict academic performance in gross anatomy

Elizondo‐Omaña

García-Rodríguez

Hinojosa-Amaya

et al. 2010

Anatomical Sciences Ed

Self Cite

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Few studies have evaluated resilience in an academic environment as it relates to academic success or failure. This work sought to assess resilience in regular and remedial students of gross anatomy during the first and second semesters of medical school and to correlate this personal trait with academic performance. Two groups of students were compared: the first group included first-year medical students in the regular course, and the second group included first-year medical students who did not pass the regular anatomy course and so were enrolled in the remedial course. Both groups completed anonymous surveys designed to gather demographic data and establish scores on the Connor-Davidson resilience scale, which includes 25 statements rated zero to four on a Likert scale (maximum score 100). The average resilience score was the same for both groups, 80 +/- 9. The average anatomy grades differed significantly between regular students (67+/- 15.0) and remedial students (61 +/- 12.0). While there was no overall correlation between resilience score and anatomy grade, regular students with resilience scores of 75 or greater showed slightly better academic performance than their classmates. Similarly, remedial students with resilience scores of 87 or greater faired better academically. Resilience does not predict academic performance in gross anatomy, and further work is necessary to identify those intrinsic and extrinsic factors that influence students' achievements.

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“…This is often not a problem for senior level students who have previously taken Organic Chemistry I and II, Calculus, Physics I and II, as well as demanding upper level biology and chemistry courses. However, sophomore and junior level students often struggle with the study pace of anatomy (Elizondo-Omana et al 2006). Moreover, many undergraduates, even senior level students, may have very poor study and time management skills.…”

Section: Challengesmentioning

confidence: 99%

Eighty Students, Five Cadavers, and Two Professors: Innovative Teaching Practices in an Undergraduate Human Gross Anatomy Course

Konieczko¹,

Mattinson²

2017

HAPS ED

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It is becoming common for undergraduate institutions to offer cadaver-based anatomy courses to support health professions programs. Gannon University has offered cadaver-based anatomy courses for over thirty years. Human Gross Anatomy lecture and laboratory are team-taught courses that deliver a high volume of material in one semester. Formal lab experiences involve innovative pedagogical practices and cooperative peer to peer learning, while instructors and teaching assistants (TAs) direct and facilitate learning. An informal assessment of student learning occurs through a game-like experience during each lab. Supplemental instruction by the TAs gives them an experiential learning opportunity. Saturday lab practicals and a lab practical scheduled during finals week allow all students in the course to be tested on the same day creating more instructional time during the week and eliminating communication about the test among students. This format has its challenges but they are surmountable and the potential benefits to students are clear.

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Study pace as a factor that influences achievement in a human anatomy course

Cited by 4 publications

References 15 publications

RETRACTED: Academic Motivation in Undergraduate Nursing Students: An Analytical Cross-sectional Study

RETRACTED: Academic Motivation in Undergraduate Nursing Students: An Analytical Cross-sectional Study

Resilience does not predict academic performance in gross anatomy

Eighty Students, Five Cadavers, and Two Professors: Innovative Teaching Practices in an Undergraduate Human Gross Anatomy Course

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