Norman Haziq Hazman, Hadie Siti Nurma Hanim, Yaacob Najib Majdi, Kasim Fazlina
Anatomy Unit, Management and Science University, University Drive, Off Persiaran Olahraga, Seksyen 13, Shah Alam, Selangor 40100 Malaysia.
Department of Anatomy, School of Medical Sciences, Health Campus, Universiti Sains Malaysia, Kubang Kerian, Kota Bharu, Kelantan 16150 Malaysia.
Med Sci Educ. 2022 Feb 10;32(2):399-409. doi: 10.1007/s40670-022-01517-w. eCollection 2022 Apr.
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 ( = 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 ( = 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.
本研究旨在衡量医学生对解剖学教育环境的认知，并确定其与学习方法之间的关联。本科一、二年级医学生（n = 234）完成了解剖学教育环境测量量表和学生学习方法与学习技能量表。结果显示，除了解剖学学习资源和组织学学习设施质量这两个方面外，学生对解剖学教育环境中所有因素的认知都是积极的。一年级的大多数学生（62.3%）和二年级的大多数学生（43.7%）采用深度学习方法。解剖学教育环境中的大多数因素与学生的学习方法之间没有显著关联，除了学生对解剖学学习的内在兴趣因素（p = 0.032）。解剖学教育环境对医学生来说是积极的，并且他们中普遍存在深度学习方法。然而，解剖学教育环境中的大多数因素并未影响学生的学习方法。鉴于学生的学习方法是一个多因素构成的概念，在纵向时间点上研究这两个变量之间的关系将能更好地洞察解剖学教育氛围与学生学习方法之间的关联。
