d'Arnaud Lindsey, Husmann Polly R
Department of Psychiatry, Indiana University School of Medicine, Indiana, Bloomington, USA.
Department of Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Bloomington, Indiana, USA.
Anat Sci Educ. 2023 Mar;16(2):348-358. doi: 10.1002/ase.2238. Epub 2023 Jan 3.
Prior research has reported that experience in undergraduate anatomy did not significantly affect students' grades in professional schools, yet students would still recommend anatomy experience prior to medical school. It has been further posited that this prior experience may have benefits that do not appear in grade outcomes, such as decreased stress levels or different study strategies. The present study investigated whether different study strategies in anatomy were reported between students with and without prior experience. The data were collected using surveys administered near the beginning and the end of the medical anatomy course. The surveys included questions about study strategies used for the course, basic demographics, and prior experience in anatomy and/or physiology. Results confirmed very few differences in course outcomes between students with and without prior experience in anatomy and/or physiology; however, differences were noted in the study strategies reported. Students with prior experience in anatomy were more likely to report use of a wider variety of strategies and less changes in strategies between the surveys. However, these differences were only noted with prior courses of a certain number and level. It is posited that students with prior experience may have already created a basic scaffold of information in their mind that they could then plug additional information into rather than creating an entirely new knowledge structure. While this did not largely change course outcomes, it is likely to have positive effects on students' perceptions of stress and feelings of being overwhelmed during the course.
先前的研究报告称，本科解剖学课程的学习经历对学生在专业院校的成绩没有显著影响，但学生仍会建议在医学院学习之前先有解剖学学习经历。进一步推测，这种先前的经历可能有一些在成绩结果中未体现的益处，比如压力水平降低或学习策略不同。本研究调查了有解剖学学习经历和没有解剖学学习经历的学生在解剖学学习策略上是否存在差异。数据是在医学解剖学课程开始时和结束时通过问卷调查收集的。调查问卷包括关于该课程所使用的学习策略、基本人口统计学信息以及解剖学和/或生理学先前学习经历的问题。结果证实，有解剖学和/或生理学先前学习经历的学生与没有此类经历的学生在课程成绩方面差异很小；然而，在报告的学习策略方面存在差异。有解剖学先前学习经历的学生更有可能报告使用了更多样化的策略，并且在两次调查之间策略变化较少。然而，这些差异仅在有一定数量和水平的先前课程的情况下才被注意到。据推测，有先前学习经历的学生可能已经在脑海中构建了一个基本的信息框架，然后他们可以将额外的信息填充进去，而不是创建一个全新的知识结构。虽然这在很大程度上没有改变课程成绩，但可能会对学生在课程期间的压力感知和不知所措的感觉产生积极影响。
