Undergraduate study approaches to anatomy, using surface or deep approaches

Abstract

Anatomy courses require students to learn many new terms and structures and so they may approach learning anatomy in a style contrary to how they approach learning in other courses. The purpose of this study was to examine how undergraduate anatomy students approach learning in anatomy and how their learning approach affects course grades. Students enrolled in an undergraduate anatomy course completed an initial survey which asked for demographics, GPA, and exam sores up to the midterm. Students also completed a modified study process questionnaire resulting in a deep approach score (likely to study for understanding) and surface approach score (likely to use rote memorization). Initial surveys were completed by 105 students. Average age was 20.0 years and average GPA was 3.39/4.00. On average, deep approach score was 31.0 ± 6.4 and surface approach score was 24.7 ± 5.9. Current class percentage averaged 77.9% ± 19.94. Correlations between both approach scores and grade were not significant (deep approach and current grade r=.005, p=.967 and surface approach and current grade r=.107, p=.340). Initial results find that students trend toward deeper approaches to learning, but current analysis indicates low correlations between study styles and midterm grades. This may indicate that approaches to learning do not account for the variance in course achievement. This study was not funded.Grant Funding Source : N/A