Brighton and Sussex Medical School, University of Sussex, Brighton, UK; Centre for Learning Anatomical Sciences, Faculty of Medicine, University of Southampton, Southampton, UK.
J Anat. 2014 Mar;224(3):270-8. doi: 10.1111/joa.12089. Epub 2013 Aug 12.
This study set out to ascertain whether the context in which anatomy is learnt made a difference to students' perceptions of learning. An Approach to Learning Inventory (ASSIST) and a 31-item Anatomy Learning Experience Questionnaire (ALE) were administered to 224 students (77 dental, 132 medical and 19 speech and language) as a multi-site study. Results revealed that 45% adopted a strategic, 39% a deep and 14% a surface approach. Trends between professions are similar for a deep or strategic approach (both ~ 40%). However, a surface approach differed between professions (7% dentistry, 16% medicine, 26% speech and language science). Dental students responded more to being able to use their knowledge than did other groups (P = 0.0001). Medical students found the dissecting environment an intimidating one and subsequently reported finding online resources helpful (P = 0.015 and P = 0.003, respectively). Speech and language science students reported that they experienced greater difficulties with learning anatomy; they reported finding the amount to learn daunting (P = 0.007), struggled to remember what they did last semester (P = 0.032) and were not confident in their knowledge base (P = 0.0001). All students responded strongly to the statement 'I feel that working with cadaveric material is an important part of becoming a doctor/dentist/health care professional'. A strong response to this statement was associated with students adopting a deep approach (P = 0.0001). This study has elucidated that local curriculum factors are important in creating an enabling learning environment. There are also a number of generic issues that can be identified as being inherent in the learning of anatomy as a discipline and are experienced across courses, different student groups and institutions.
本研究旨在确定解剖学学习的背景是否会影响学生对学习的认知。在一项多地点研究中，向 224 名学生（77 名牙医、132 名医学生和 19 名言语治疗师）发放了学习方法问卷（ASSIST）和 31 项解剖学学习体验问卷（ALE）。结果显示，45%的学生采用策略型学习方法，39%的学生采用深层型学习方法，14%的学生采用浅层型学习方法。专业之间的趋势相似，均倾向于采用深层或策略型学习方法（均约为 40%）。然而，不同专业之间的浅层型学习方法存在差异（牙医 7%，医学 16%，言语治疗学 26%）。牙医学生比其他群体更倾向于回应能够运用所学知识（P=0.0001）。医学生发现解剖环境令人望而生畏，因此报告称在线资源很有帮助（分别为 P=0.015 和 P=0.003）。言语治疗学学生报告说，他们在学习解剖学方面遇到了更大的困难；他们报告说，学习内容令人畏惧（P=0.007），难以记住上学期所学内容（P=0.032），对自己的知识基础缺乏信心（P=0.0001）。所有学生都强烈认同“我认为使用尸体材料是成为医生/牙医/医疗保健专业人员的重要组成部分”这一说法。对这一说法的强烈认同与学生采用深层学习方法（P=0.0001）有关。本研究阐明了地方课程因素在创造有利的学习环境方面的重要性。还有一些普遍问题可以被确定为解剖学学习的固有问题，这些问题在不同的课程、不同的学生群体和机构中都存在。
