Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students

IF 2 3区 医学 Q2 ANATOMY & MORPHOLOGY Annals of Anatomy-Anatomischer Anzeiger Pub Date : 2024-08-25 DOI:10.1016/j.aanat.2024.152320
Laura Odontides , Katharina Scheiter , Thomas Shiozawa , Martin R. Fischer , Daniela Kugelmann , Markus Berndt
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Abstract

To learn and comprehend the large amount of information in gross anatomy, undergraduate students must self-regulate their learning to be properly prepared for the exams within the available time. Even though there are many studies on learning strategies and their influence on test results and motivation, the aim of this study is to investigate characteristics of learning strategies in detail and in relation to the anatomy course of first semester students and how their use is related to anatomy test performance. For assessing the learning strategies, we used the short version of the questionnaire “Learning Strategies of University Students” (LIST-K) (Klingsieck, 2018). Further, we investigated potential influences of motivation and resources used during the self-regulated learning process. The participants in this study (N = 108) filled in the above-mentioned questionnaire LIST-K and a written multiple-choice anatomy test. A k-means cluster analysis revealed three groups of students differing in their self-reported use of learning strategies. Students used either (1) predominantly metacognitive and resource-related strategies, (2) predominantly cognitive strategies, or (3) no specific learning strategies at all. We found no significant overall relationships between the use of learning strategies and test performance. A stepwise linear regression identified the use of cognitive learning strategies (β =.269) as a significant predictor for test performance ( =.149, p =.003), possibly as these specific learning strategies help with a systematic and effective approach while studying anatomy and retrieving large amount of memorized information. Further, motivation was identified as a negative predictor (β = −.277), which might be a result of the short time periods students have to study for exams. Overall findings underline the importance of self-regulated learning as a positive predictor for academic performance. By understanding these factors, a more student-centered approach could be adopted by educators to improve medical education and equip students with valuable approaches for their continuous education, even beyond university.

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学习策略和动机对医学本科生解剖学考试成绩的影响。
为了学习和理解解剖学的大量信息,本科生必须自我调节学习,以便在可用的时间内为考试做好适当的准备。尽管有许多关于学习策略及其对考试成绩和学习动机影响的研究,但本研究的目的是详细调查学习策略的特点,并将其与第一学期学生的解剖学课程联系起来,以及学习策略的使用与解剖学考试成绩的关系。为了评估学习策略,我们使用了 "大学生学习策略"(LIST-K)问卷的简短版本(Klingsieck,2018)。此外,我们还调查了自我调节学习过程中使用的动机和资源的潜在影响因素。本研究的参与者(N = 108)填写了上述问卷 LIST-K 和书面多选解剖测试。K-means 聚类分析显示,三组学生在自我报告的学习策略使用上存在差异。学生们主要使用(1)元认知和资源相关策略,(2)主要使用认知策略,或(3)完全不使用特定的学习策略。我们发现,学习策略的使用与考试成绩之间没有明显的整体关系。逐步线性回归发现,认知学习策略的使用(β=.269)对考试成绩有显著的预测作用(R²=.149,p=.003),这可能是因为这些特定的学习策略有助于在学习解剖学和检索大量记忆信息时采用系统而有效的方法。此外,学习动机被认为是一个负面的预测因素(β = -.277),这可能是学生考试复习时间短的结果。总体研究结果表明,自我调节学习对学业成绩具有积极的预测作用。通过了解这些因素,教育工作者可以采用更加以学生为中心的方法来改进医学教育,并为学生提供宝贵的方法,帮助他们在大学毕业后继续接受教育。
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来源期刊
Annals of Anatomy-Anatomischer Anzeiger
Annals of Anatomy-Anatomischer Anzeiger 医学-解剖学与形态学
CiteScore
4.40
自引率
22.70%
发文量
137
审稿时长
33 days
期刊介绍: Annals of Anatomy publish peer reviewed original articles as well as brief review articles. The journal is open to original papers covering a link between anatomy and areas such as •molecular biology, •cell biology •reproductive biology •immunobiology •developmental biology, neurobiology •embryology as well as •neuroanatomy •neuroimmunology •clinical anatomy •comparative anatomy •modern imaging techniques •evolution, and especially also •aging
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