Weir Kristy A
School of Biomedical Sciences, Education Research Unit, The University of Queensland, St. Lucia, Queensland, Australia.
Anat Sci Educ. 2008 Jul-Aug;1(4):166-74. doi: 10.1002/ase.34.
Speech pathology students readily identify the importance of a sound understanding of anatomical structures central to their intended profession. In contrast, they often do not recognize the relevance of a broader understanding of structure and function. This study aimed to explore students' perceptions of the relevance of anatomy to speech pathology. The effect of two learning activities on students' perceptions was also evaluated. First, a written assignment required students to illustrate the relevance of anatomy to speech pathology by using an example selected from one of the four alternative structures. The second approach was the introduction of brief "scenarios" with directed questions into the practical class. The effects of these activities were assessed via two surveys designed to evaluate students' perceptions of the relevance of anatomy before and during the course experience. A focus group was conducted to clarify and extend discussion of issues arising from the survey data. The results showed that the students perceived some course material as irrelevant to speech pathology. The importance of relevance to the students' "state" motivation was well supported by the data. Although the students believed that the learning activities helped their understanding of the relevance of anatomy, some structures were considered less relevant at the end of the course. It is likely that the perceived amount of content and surface approach to learning may have prevented students from "thinking outside the box" regarding which anatomical structures are relevant to the profession.
言语病理学专业的学生很容易认识到深入理解与其未来职业核心相关的解剖结构的重要性。相比之下，他们往往没有认识到更广泛地理解结构和功能的相关性。本研究旨在探讨学生对解剖学与言语病理学相关性的看法。同时还评估了两种学习活动对学生看法的影响。首先，一项书面作业要求学生通过使用从四种备选结构之一中选取的例子来说明解剖学与言语病理学的相关性。第二种方法是在实践课中引入带有定向问题的简短“情景”。通过两项旨在评估学生在课程学习之前和过程中对解剖学相关性看法的调查来评估这些活动的效果。开展了一次焦点小组讨论，以澄清并扩展对调查数据中出现问题的讨论。结果表明，学生认为某些课程内容与言语病理学无关。数据有力地支持了相关性对学生“状态”动机的重要性。尽管学生认为学习活动有助于他们理解解剖学的相关性，但在课程结束时，一些结构被认为相关性较低。很可能是所感知到的内容量和表面的学习方法阻碍了学生“跳出框框思考”哪些解剖结构与该专业相关。
