Second-year Undergraduate Students Research Articles

COVID-19 and Virtual Nutrition: A Pilot Study of Integrating Digital Food Models for Interactive Portion Size Education.

Background and aims: Digital food viewing is a vital skill for connecting dieticians to e-health. The aim of this study was to integrate a novel pedagogical framework that combines interactive three- (3-D) and two-dimensional (2-D) food models into a formal dietetic training course. The level of agreement between the digital food models (first semester) and the effectiveness of educational integration of digital food models during the school closure due to coronavirus disease 2019 (COVID-19) (second semester) were evaluated. Method: In total, 65 second-year undergraduate dietetic students were enrolled in a nutritional practicum course at the School of Nutrition and Health Sciences, Taipei Medical University (Taipei, Taiwan). A 3-D food model was created using Agisoft Metashape. Students’ digital food viewing skills and receptiveness towards integrating digital food models were evaluated. Results: In the first semester, no statistical differences were observed between 2-D and 3-D food viewing skills in food identification (2-D: 89% vs. 3-D: 85%) and quantification (within ±10% difference in total calories) (2-D: 19.4% vs. 3-D: 19.3%). A Spearman correlation analysis showed moderate to strong correlations of estimated total calories (0.69~0.93; all p values < 0.05) between the 3-D and 2-D models. Further analysis showed that students who struggled to master both 2-D and 3-D food viewing skills had lower estimation accuracies than those who did not (equal performers: 28% vs. unequal performers:16%, p = 0.041), and interactive 3-D models may help them perform better than 2-D models. In the second semester, the digital food viewing skills significantly improved (food identification: 91.5% and quantification: 42.9%) even for those students who struggled to perform digital food viewing skills equally in the first semester (equal performers: 44% vs. unequal performers: 40%). Conclusion: Although repeated training greatly enhanced students’ digital food viewing skills, a tailored training program may be needed to master 2-D and 3-D digital food viewing skills. Future study is needed to evaluate the effectiveness of digital food models for future “eHealth” care.

Analysis of Students’ Motivation Formation to Study Physics in Modern Conditions

The purpose of the study. In the context of blended learning with a predominant distance learning format in the period of 2020-2022, the reorganization of the educational process, carried out through the use of distance learning technologies and the Blackboard e-learning platform, made it necessary to evaluate the effectiveness of such forced restructuring and make the necessary adjustments in teaching physics to first- and second-year undergraduate students. The research objectives: to find out students’ attitude to the use of various forms of active learning in studying physics, to assess the degree of their academic motivation, to conduct a comparative analysis of the effectiveness of the educational process restructuring in a forced predominantly distance-learning environment from the perspectives of professors and students.Materials and methods. Within the conditions of predominant dis tance learning, in order to improve the educational process organized with distance learning technologies and to make the necessary adjustments, a survey was conducted among students upon completion of the physics course. The sample of respondents was carried out among bachelors studying in engineering and technical areas and studying the course “physics” in the first year of the Institute of Physics and Technology of Petrozavodsk State University. The survey itself and survey data analysis were conducted using the functional features of the e-learning platform Blackboard Learn. The survey questions were aimed at identifying students’ attitude to various aspects of the learning process and evaluating the effectiveness of the methods used by the authors to increase students’ academic motivation. The questions offered for self-analysis referred to the organization of the learning process (including distance learning format), academic motivation; personal competence and communication skills of students and professors; reflection. As part of the survey, students were also asked to formulate their opinions on the results of studying the course of physics and to give recommendations for improving teaching.Results. The research findings indicated that it worked out well to organize systematic students’ activities in all proposed educational areas, to ensure fairly balanced out-of-class students’ work, to motivate undergraduates to study physics and to minimize the number of students not making satisfactory progress in studying physics. Students highly appreciated the efficiency of electronic educational resources. Both professors and students noted the efficiency of modular rating system of learning. The use of modular rating system of learning gave the opportunity to implement a student-centered approach to teaching, which combined motivation, the possibility to choose an individual learning path, and reflection. The survey data showed that in order to strengthen motivation, it is reasonable to involve students in research activities in one form or other starting from the first year of university studies. When performing the survey, the role of personal and professional qualities of a lecturer of physics was analyzed.Conclusion. The research findings indicated that within a predominantly distance-learning environment, it worked out well to organize systematic students’ activities in all proposed educational areas, to ensure fairly balanced self-directed students’ work, and to motivate undergraduates to study physics. The integrated use of modular rating system of learning and electronic educational resources was highly appreciated by students and made it possible to implement a student-centered approach to teaching. The survey data analysis provided feedback between the subjects of the innovative educational process, thus allowing us to evaluate its organization considering the opinions of both students and professors. The results obtained suggest that the work on the organization of education delivery should be continued within the motivation and activity concept of active learning, taking into account the introduction of distance learning into the educational environment of all Bachelor programmes.

Investigating Direct Speaking Strategies of Non-English-majored Students at a University in Dong Nai Province

English communication skills are now considered a passport-like requirement for students seeking a secure profession with a higher wage. Additionally, English proficiency is thought to be one of the variables affecting the success of foreign businesses investing in Vietnam, as well as Vietnamese businesses looking to collaborate internationally to develop their brands into new markets abroad. The integration of various linguistic skills demonstrates the value of speaking. The main objective of this study was to investigate the frequency and importance of using direct speaking strategies by non-English-majored students at Dong Nai Technology University. The study involved 90 students who are second-year undergraduate students at Dong Nai Technology University in Bien Hoa city, Dong Nai province. At the time of the study, the participants were aged 18-19, and they had already attained elementary level. This research uses questionnaires and interviews by applying the SPSS application to analyze the main points relating to the research questions. According to research, direct speaking strategies significantly affect the English speaking skills of Dong Nai Technology University students. At the same time, the difficulties and orientations when learning speaking skills using direct speaking strategies were revealed in the conclusion of the study. To maximize direct speaking strategies and advance the field of study, recommendations have been made for non-English-majored students.

Student expectations of peers in academic asynchronous online discussion

In open, flexible, and distance learning, asynchronous online discussion persists as a popular means of interaction and collaboration. The research literature abounds with consideration of instructor roles and expectations of teachers and tools. Student-to-student interaction is widely acknowledged as a salient benefit of asynchronous online discussion, with implications for collaborative learning and problem-solving, as well as student satisfaction and course commitment. But what do students expect of their peers when communicating online for learning purposes? This question has seldom been considered, despite common reliance on peer-to-peer learning interactions. This small-scale case study incorporates an online focus group and semi-structured interviews with second-year undergraduate students studying primary teaching in Aotearoa New Zealand. The students in this study expect responsive, free-flowing contributions by peers, culminating in discussion that is active and interactive. Given the imperative to value student experience and to involve students in active learning, it is timely to share peer expectations so that students are accountable to their class community and are better prepared for collaborative learning through asynchronous online discussion.

GeoGebra-based flipped learning model: An alternative panacea to improve student’s learning independency in online mathematics learning

Previous studies have tried to improve students' independence in online mathematics learning. However, the Flipped Learning model integrated with GeoGebra is scarce as none of the existing syntaxes accommodate the model. As the existing syntax is based on three phases: pre-class activity, in-class activity, and post-class activity. This research aims to develop GeoGebra-based Flipped Learning syntax to increase students' independence in learning mathematics. The main difference between the existing syntax and the developed one is the integration of GeoGebra in the pre-class activity. The integration is based on previous studies showing that using GeoGebra can improve student’s learning achievements. It research employed the Design-Based Research (DBR) model involving 125 second-year undergraduate students of a private university in Indonesia. The syntax results were obtained from the study, indicating an increase in the average value of student independence in learning mathematics based on learning independence, confidence, level of discipline, sense of responsibility, level of initiative, and self-control. This developed syntax is expected to help teachers streamline online mathematics learning.

The Effect of Explicit Deduction and Induction on College Students’ Acquisition of Non-Finite Verbs: An Empirical Study

Grammar is an integral part of English learning. There are two explicit teaching methods, namely explicit induction (abbreviated as EI) and explicit deduction (abbreviated as ED). Whether there are different effects in using these two methods to teach non-finite verbs, has not been given enough attention. This study aims to help researchers and teachers understand the effects of ED and EI (abbreviated as induction) on students’ acquisition of non-finite verbs. Therefore, the study adopts tests and questionnaires to collect data and selects participants of 86 second-year non-English major undergraduate students from three classes at a comprehensive university. Findings indicate that 1) EI is more effective in teaching than ED, for the average score of the induction class is higher than that of the deduction classes, which shows that the class that adopts the EI performs better. 2) Students are accustomed to the ED but tend to accept the EI. The most common reason leading to such tendency seems to be that students are not confident in their inductive ability due to the lack of sufficient training in EI. Based on the findings, implications for pedagogical practice in L2 classrooms are discussed.

Active learning for an evidence-based veterinary medicine course during COVID-19.

Epidemiology is often a challenging course that is not well appreciated by many students learning veterinary medicine. The curriculum for this topic can sometimes be dry, difficult for students to contextualize, and heavy with statistics and mathematical concepts. We incorporated the concepts of epidemiology that are most important for practicing veterinarians and combined these with evidence-based veterinary medicine principles to create a practical course for second-year undergraduate veterinary students. We share the structure of our course and the different learning components, which also included incorporating graduate student mentors for journal clubs and an assignment that culminated in some students publishing their review findings. Anecdotal responses from students suggest they enjoyed the course and learned skills they felt would be useful in veterinary practice to help them make evidence-based clinical decisions.

Academic Integrity Perceptions Among Health-Professions’ Students: A Cross-Sectional Study in The Middle East

A high level of professional integrity is expected from healthcare professionals, and literature suggests a relationship between unethical behavior of healthcare professionals and poor academic integrity behavior at medical school. While academic integrity is well researched in western countries, it is not so in the Middle East, which is characterized by different cultural values that may influence students’ academic integrity conduct. We conducted a cross-sectional study among health-professions students at a university in the Middle East to assess perceptual differences on various cheating behaviors, as well as to explore the reasons underlying the cheating behavior. A validated survey instrument disseminated among first and second-year undergraduate students resulted in 211 complete responses and this data was analyzed using descriptive and inferential statistics. Pearson’s Chi-square/ Fischer’s exact test was applied to test the association of various factors with academic misconduct. The major determinants of academic misconduct were investigated using Binary Logistic regression model. The conducted analysis and the results showed that preceding cheating behavior was the only factor significantly associated with cheating in the university (p < 0.001). No association was found between cheating behavior and age, college/major, awareness regarding academic integrity, or perception of faculty response. The reasons provided by students for cheating behavior were mainly academic workload and pressure to get a good grade. Various suggestions are made to enhance academic integrity among health-professions students including organizing workshops and events by the university to increase awareness and create an academic integrity culture, providing peer guidance as well as emotional and social support.

A Comparative Study on the Expectations of Art Education Service Quality in Different Types of Art Colleges in China

This quantitative study aims to analyze whether there are differences in students’ expectations of service quality in higher art education between two Chinese art colleges. This study adopts a descriptive research design. The sample of this study is the second-year undergraduate art education students from a vocational art college and a non-vocational art college in China (200 males and 200 females). A questionnaire set (consisting of 22 items) using five Likert scales was used to collect the data. The questionnaire was used to gauge students' expectations of service quality in five dimensions: tangibility, reliability, responsibility, security, and empathy. Before the actual research, a pilot test was carried out to obtain the reliability and validity of the instruments. The study's findings indicate significant differences in students' expectations of service quality in all the five dimensions between Sichuan Film and Television College and Sichuan Vocational College of Art in China. This study has specific theoretical and teaching significance. In theory, these findings are similar to Parasuraman, Zeithmal, and Berry's work SERVQUAL. The research results can better reflect this case than the five dimensions (tangibility, reliability, responsibility, security, and empathy) in teaching. In addition, we need to study other factors that affect the quality of art education in colleges to improve the quality of art education in China.

Development and Evaluation of an Interactive Instructional Package for Teaching Engineering Graphics Skills

Exposure to modern pedagogical approaches and methods with appropriate instructional media can enhance the development of high-level critical thinking and technical skills. This study examined the development of an interactive instructional software package for teaching engineering graphics and evaluated its relative effectiveness on second-year undergraduate engineering students' academic achievement, skill transfer, and retention. In this study, the quasi-experimental, pre-test, post-test, control group design was employed. 45 research participants were sampled, employing two-stage stratified sampling technique, which comprises the simple random sampling to assign students into three groups from the study population and systematic sampling with k = 3 to select 15 students from each group to a control group and experimental groups A and B. The control group was exposed to conventional classroom instruction (CI), group A to computer-aided instruction (CAI); and group B to conventional and computer-aided instructions (CCAIs). A computer-aided learning package on engineering graphics was developed using the Camtasia software package, which served as the treatment instrument. The pre-test and post-test data used for analysis stemmed from a validated Engineering Graphics Achievement Test instrument. Analysis of covariance and Sidak post hoc test statistical analysis of the groups' performance provided the results on the comparative effects of the treatment conditions. Findings indicated significant differences between the academic achievement, skill transfer, and retention of students, exposed to CCAIs, and CI or CAI strategies. When used together, a significant improvement in students' academic achievement, transfer, and retention of engineering graphics skills occurred than either the CI or CAI strategy used alone.

Design-Based Learning as a Pedagogical Approach in an Online Learning Environment for Science Undergraduate Students

Design-based learning (DBL) is a learning strategy that requires students to use their theoretical knowledge to develop an artifact or system to tackle a real-life problem. DBL has long been utilized in design-related curricula in higher education such as engineering, computer science, and architecture. However, little is known about how DBL in non-design-based courses enhances students’ learning experience, especially in recent years when the COVID-19 pandemic has compelled the worldwide education systems to adapt to online learning. Hence, this study aims to investigate the experience of science undergraduate students after one semester of participating in online DBL. The participants include 25 second-year science undergraduate students enrolling in the Managing New Technologies course. Using semi-structured interviews and thematic analysis, the findings of this study indicated that online DBL contributes to easy access to learning, enhances creativity, and allows students to think outside the box. Nevertheless, students highlighted online learning as an obstacle to their DBL experience. They claimed that online platforms as a means of communication are not practical due to insufficient interaction time and misunderstanding of information. In addition, some students stated that the online environment poses difficulties for collaborative learning.

Facilitatory Effect of Extending the Course Duration on Dissemination of Educational Content

The physiological practice course at Saitama Medical University provides students with the opportunity to learn physiological principles through wet labs and discussions. To develop a more effective method for maximizing learning outcomes, we extended the course’s schedule from one day (1d) to two days (2d) per theme, evaluated self-administered questionnaires between two different years (pre and post-change), and examined whether the increased course length affected learning outcomes. Within the 2018 curriculum year, every theme of the course was completed in a day, including experiments in the wet lab and discussions. In 2019, each theme was assessed for two days. The second-year undergraduate medical students anonymously submitted the self-assessment questionnaire that addressed several aspects, such as understanding of the theme, through a 5-point Likert scale. The average Likert scores varied from 4 to 4.5 point for all questions, and significant differences were not found between the 1d and 2d courses. However, the ratio of students with the highest points increased for one question of the 2d course: 43.6% (1d) to 53.4% (2d) for understanding. Further, the standard deviation (SD) values decreased in the 2d course for every question: 0.29 (1d) to 0.15 (2d) for interest, 0.33 (1d) to 0.19 (2d) for understanding, 0.30 (d) to 0.17 (d) for communication, 0.34 (1d) to 0.19 (2d) for general evaluation. This reduction in the SD values indicated that the educational content was imparted more efficiently to students in the 2d course. Thus, we concluded that extending the course time facilitated dissemination of educational content for every theme.

Team-based learning (TBL): Each phase matters! An empirical study to explore the importance of each phase of TBL

Context In Team Based Learning (TBL), it is, based on theory, assumed that knowledge development in each phase contributes to the subsequent phase and to learning performance. However, there is no empirical evidence for this assumption. Aim In order to find support for the relation between TBL and the underlying theory, we determined to what extent each phase of TBL is associated with the knowledge development in the next phase and with the total learning performance. Methods We measured the scientific concepts recalled by 56 second-year undergraduate medical students before TBL, after each of the three phases and after TBL. We used multivariate regression analysis to determine the statistical association between the phases as well as the total learning performance. Results Results showed that in each phase, students produced new concepts in addition to those previously recalled. Regression models showed statistically significant explained variance ranging from 0.19 to 0.26, between the three phases and the total learning performance. Discussion Each phase of the TBL is significantly associated with knowledge development in the subsequent phase and with the total learning performance, and therefore matters. This study contributes to the scientific underpinning of TBL and offers leads to more elaborate research and interventions to improve TBL.

Serious Games as a Method for Enhancing Learning Engagement: Student Perception on Online Higher Education During COVID-19.

The COVID-19 pandemic has enforced social isolation in many countries worldwide, which forced teachers at all levels of education, including the university context, to adapt new teaching strategies. This study presents a method developed in this regard, that is, serious games were used as a complement to synchronous online classes to ensure the continuity of pedagogical activities in a physiology course at Universidad Andrés Bello, Chile. Using serious games is a strategy in the field of gamification, which is a commonly used learning strategy for online teaching as necessitated by COVID-19. This study is quantitative in nature and conducted a questionnaire survey on 108 second-year undergraduate nursing students to determine their perception about this innovation. The results demonstrate that the students well valued the proposed pedagogical innovative model in terms of motivation and engagement. Moreover, they reported that the model can serve as a meaningful learning experience. These perceptions suggest that the model is an efficient strategy for implementing the physiology curricula in the context of online teaching. Moreover, the results imply that the model should be applied to other courses and disciplines in the undergraduate program and provide support that it is a valid strategy for face-to-face teaching. Lastly, the finding points to the potential of the model to be explored as a learning strategy in the age of education post-COVID-19.

An eLearning module is comparable to face-to-face teaching in a nursing human pathophysiology subject

BackgroundHuman pathophysiology is important in undergraduate nursing education to help students develop clinical reasoning skills. Traditionally pathophysiology education in undergraduate nursing is taught face-to-face. However, eLearning in nursing curricula may provide flexible delivery options. ObjectiveWith increased inclusion of technology enhanced learning in nursing curricula, a hematology eLearning module was evaluated in a pathophysiology subject to determine whether it was comparable to face-to-face learning. DesignSingle-blind randomized pre-test/post-test controlled trial. SettingSchool of Health and Behavioural Sciences, University of the Sunshine Coast. ParticipantsA total of 271 second-year undergraduate students enrolled in Human Pathophysiology were included in the study. Students were from three bachelor programs: Nursing Science; Paramedic Science; and Clinical Exercise Physiology. Students were randomly allocated to either the experimental group (n = 85) or the control group (n = 186). MethodsA hematology eLearning module was designed to be self-directed and learner-centered, guided by constructivist learning theories for delivery in the human pathophysiology subject. The experimental “eLearning” group completed the module independently, and the control “face-to-face” group completed equivalent paper-based activities facilitated by a tutor. All students completed a pre-test assessment and two post-test assessments two weeks after the intervention and at the end of the subject. ResultsThere was no significant difference in assessment scores between the experimental and control groups, or between nursing and other programs. ConclusioneLearning was comparable to face-to-face teaching in this study. We recommend further research to strengthen the links between pathophysiology theory to clinical reasoning skills using eLearning.

Enhancement of Undergraduate Students’ Competency in Creating English Learning Innovation through Hybrid Learning with Peer Coaching

A high level of competency is required for everyone’s progress. The ability to innovate has an impact on one’s ability to learn. This research aims to 1) compare students’ innovation knowledge achievement in creating English learning innovation before and after using hybrid learning with peer coaching; 2) study students’ skills in creating English learning innovation after using hybrid learning with peer coaching; and 3) study students’ attitude towards hybrid learning with peer coaching. Samples used in this research were selected by a simple random sampling method which included 63 second-year English major undergraduate students from one university in Thailand. The instruments used in this study include knowledge tests on innovation, innovative skills assessment form, and attitude questionnaires for innovation. The data obtained were analyzed by the applications of mean, standard deviation, and t-test. The results showed that 1) students’ learning achievement in creating English learning innovation after using hybrid learning with peer coaching was higher than before with statistically significant at the level of .05; 2) students’ skills in creating English learning innovation was at a high level; 3) students had the highest level of attitude towards hybrid learning with peer coaching.

Early Undergraduate Biostatistics &amp; Data Science Introduction Using R, R Studio &amp; the Tidyverse

Increasingly, students training in the biological sciences depend on a proper grounding in biological statistics, data science and experimental design. As biological datasets increase in size and complexity, transparent data management and analytical methods are essential skills for undergraduate biologists. We propose that using the software R and RStudio are effective tools to train first- and second-year undergraduate students in data visualization and foundational statistical analyses. Here, we present the redesigned laboratory curriculum for our Experimental Design and Statistics course, a required course for all first- or second-year biology majors at Lawrence University, a small liberal arts institution in northeast Wisconsin. We include an example 10-week syllabus and eight laboratory exercises (as supplementary materials) for undergraduate institutions that aim to introduce and guide students through acquiring a basic understanding of biostatistical analyses and skills using R and RStudio. We also provide a flexible framework and examples that are easily modifiable and cover the essential biostatistics and data science skills needed for biology undergraduates. Finally, we discuss the potential pitfalls and obstacles as well as the intrinsic benefits and expected outcomes of our laboratories.

Improving EFL students’ speaking proficiency and self-confidence using drama technique: An action research

The current study used a drama technique to teach a speaking course to second-level English Department students. The primary goal of language learning is to be able to communicate effectively in the target language with excellent self-confidence. The research was conducted using an action research methodology within a qualitative research framework. A total of 30 second-year undergraduate students at the proposed institution participated in the research as sample. Observation, interview, audio-video recordings, and researcher diary were used to collect data. Content analysis was used to examine the information gathered. Results of the study revealed that using drama technique to teach English as a foreign language has a substantial impact on the acquisition of fluent speaking abilities and results in beneficial improvements in the target audience's communication skills.&#x0D; &#x0D; Keywords: drama technique; English language; EFL classroom; self-confidence; speaking proficiency

Reflective practice and the element of surprise in technology enhanced learning

This is a concept paper which draws attention to the element of ‘surprise’ when it comes to educators’ self-reflections and which I apply to my own experience of implementing new forms of pedagogy in relation to technology and enhanced learning. The idea that the experience of “surprise” or “encounter with strangeness” leads us to a conversation with the ‘other’, that in turn forces a change of habits, is an essential part of self-reflective practice according to Pollard (2008:402). In citing Charles Sanders Peirce (1955) and his notion that “experience is not personally owned but rather a conversation between the self and that which is not-yet known”, Pollard suggests that this can result in “different techniques of teaching, which are then open to further interpretation” (2008:403).&#x0D; My own experience involving an element of surprise occurred in 2021 when I tasked a class of my second-year undergraduate students with the assignment of creating a digital artefact of their choice. My objective was to help students develop their digital skills and to become more aware of the multiple modes of communication available to them. The artefacts could be a short 5 minute YouTube video, a podcast, a pecha kucha presentation, or an online game, and the students were asked to communicate a message on a topic that was important to them. Examples I suggested were climate change, sustainability, the #metoo or #BlackLivesMatters movements, or the Covid-19 pandemic.&#x0D; However, two unexpected outcomes occurred where I encountered ‘surprise’ (Pollard, 2008) which led me to a conversation with the ‘other’ – sometimes referred to as a “strange intruder” (Peirce, 1960: 38). First, rather than highlighting world problems or social issues on a large scale, many of the students chose to relate their own, very personally-revealing stories dealing with topics such as depression, anxiety, suicide, health issues and toxic relationships. Second, in providing feedback on their experience of this assignment, several students further surprised me by stating that while they were unsure about creating a digital artefact – something they had not done previously. Telling their own stories in a creative way, particularly when they learned they did not need to present it to the rest of the class, they found to be cathartic and personally beneficial. &#x0D; As a result of being surprised, and in conversation with this “strange intruder” that challenged my teaching, I realised that the response to this assignment was illustrative to me and to other educators that technology-enhanced learning goes far beyond the technology in what it can achieve, and in meeting the needs of students. Noting this experience assists me in understanding how students themselves can be instrumental and collaborative in the on-going development of a paper. It also reinforces that self-reflection should always be an essential practice for educators in developing their teaching practice, no matter their level of experience.&#x0D; References&#x0D; &#x0D; Peirce, C.S. (1955). Philosophical writings of C.S. Peirce. New York:, Dover Publications.&#x0D; Pollard, V. (2008). Ethics and reflective practice: continuing the conversation, Reflective Practice, 9:4, 399-407, DOI: 10.1080/14623940802431788

The Association Between Preclinical Medical Students' Perceptions of the Anatomy Education Environment and Their Learning Approaches.

This study aimed to measure medical students' perceptions of the anatomy education environment and determine its association with their learning approaches. First- and second-year undergraduate medical students (N = 234) completed the Anatomy Education Environment Measurement Inventory and the Approaches and Study Skills Inventory for Students. Results revealed that the students' perceptions of all the factors in the anatomy education environment were positive except for two areas-the anatomy learning resources and quality of histology learning facilities. The majority of students in the first year (62.3%) and second year (43.7%) adopted a deep learning approach. There was no significant association between most of the factors in the anatomy education environment and the students' learning approaches, except for the students' intrinsic interest in learning anatomy factor (p = 0.032). The anatomy education environment was positive for the medical students, and there was a prevalence of a deep learning approach among them. However, most of the factors in the anatomy education environment did not influence the students' learning approach. Given that the students' learning approach is a multifactorial construct, investigating the relationship between these two variables in longitudinal time points would provide better insight into the association between the anatomy educational climate and students' learning approaches.