Ho Emily S, Dove Erica, Aitkens Lorna, Duncan Andrea, Agur Anne M R
Can J Occup Ther. 2025 Sep;92(3):152-160. doi: 10.1177/00084174241297588. Epub 2024 Nov 19.
To address the learning needs of student Occupational Therapists with diverse academic backgrounds, educators must understand the factors that influence anatomy academic outcomes. To compare anatomy learning outcomes of students with and without previous anatomy coursework over time and on higher- versus lower-order thinking skills. An observational cohort study was conducted with entry-level occupational therapy students. Anatomy quizzes, were designed using the Blooming Anatomy Tool, were administered progressively throughout the term. Grades and thinking skills were compared between groups. At the start of term, students with anatomy coursework fared better than those without; the difference between groups was no longer present in the last four quizzes of the term. In general, students had lower grades on higher-order assessments; this did not differ between groups. Students without anatomy coursework achieved similar assessment outcomes as their peers; however, lower grades at the start of the term indicate that there was an adjustment period to anatomy learning.
为满足具有不同学术背景的职业治疗专业学生的学习需求，教育工作者必须了解影响解剖学学业成绩的因素。 比较有和没有解剖学课程学习经历的学生在不同时间以及在高阶与低阶思维技能方面的解剖学学习成果。 对入门级职业治疗专业学生进行了一项观察性队列研究。 使用布鲁姆解剖学工具设计的解剖学测验在整个学期逐步进行。 比较了两组之间的成绩和思维技能。 在学期开始时，有解剖学课程学习经历的学生比没有的学生表现更好； 在学期的最后四次测验中，两组之间的差异不再存在。 总体而言，学生在高阶评估中的成绩较低； 两组之间没有差异。 没有解剖学课程学习经历的学生取得了与同龄人相似的评估结果； 然而，学期开始时的较低成绩表明存在一个解剖学学习的调整期。
