You can lead them to water but you cannot make them drink: guiding undergraduate human anatomy students in effective study techniques (534.7)

Abstract

A significant challenge of teaching undergraduate anatomy is effectively communicating to students the amount of time and effort required to perform well in such a rigorous course. While the effectiveness of study methods vary individually, it would be beneficial to guide students in maximizing their study time with the best techniques for learning the course material. In some cases, poor performance might be avoided by providing students with data from previous semesters demonstrating study methods that are associated with the retention of anatomical knowledge. Questionnaires (n=903) were administered to students enrolled in undergraduate anatomy for several consecutive semesters at the University of Tennessee, Knoxville and Florida International University in Miami. This survey collected information on study methods used (e.g., flashcards, textbooks, diagrams), time spent studying, and involvement in non‐academic activities (e.g., employment, extracurricular activities, family obligations). These variables were correlated with scores from exams taken throughout the course.Results show that course performance was not correlated with any particular study technique or self‐reported time spent studying but was significantly negatively correlated with engagement in non‐academic activities. This indicates that it is advisable to encourage students early in the course to utilize a greater variety of study methods, determine which methods work best for them, and invest more time studying than they have in prior courses. However, this advice may not assist students who are struggling to balance academic and non‐academic activities. It appears that, ultimately, student performance is contingent on the ability of the students to self‐evaluate their study techniques and progress in retaining the course material.