Examining the Motivation of Health Profession Students to Study Human Anatomy

Autor/inn/en	Abdel Meguid, Eiman M.; Smith, Claire F.; Meyer, Amanda J.
Titel	Examining the Motivation of Health Profession Students to Study Human Anatomy
Quelle	In: Anatomical Sciences Education, 13 (2020) 3, S.343-352 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abdel Meguid, Eiman M.) ORCID (Smith, Claire F.) ORCID (Meyer, Amanda J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1919
Schlagwörter	Student Motivation; Medical Students; Anatomy; Dentistry; Learning Strategies; Questionnaires; Allied Health Occupations Education; Test Anxiety; Goal Orientation; Self Efficacy; Value Judgment; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Schulische Motivation; Anatomie; Zahnmedizin; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Examination phobia; Testangst; Prüfungsangst; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Werturteil
Abstract	Students' motivation is a vital determinant of academic performance that is influenced by the learning environment. This study aimed to assess and analyze the motivation subscales between different cohorts (chiropractic, dental, medical) of anatomy students (n = 251) and to investigate if these subscales had an effect on the students' anatomy performance. A 31-item survey, the Motivated Strategies for Learning Questionnaire was utilized, covering items on intrinsic and extrinsic goal orientation, task value, control of learning belief, self-efficiency for learning and performance, and test anxiety. First-year dental students were significantly more anxious than chiropractic students. Second-year chiropractic students attached more value to anatomy education than second-year medical students. The outcome of this research demonstrated a significant relationship between first- and second-year chiropractic students between anatomy performance and motivation subscales controlling for gender such as self-efficacy for learning and performance was ([beta] = 8, CI: 5.18-10.8, "P" < 0.001) and ([beta] = 6.25, CI: 3.40-9.10, "P" < 0.001) for first year and second year, respectively. With regards to intrinsic goal orientation, it was ([beta] = 4.02, CI: 1.19-6.86, "P" = 0.006) and ([beta] = 5.38, CI: 2.32-8.44, "P" = 0.001) for first year and second year, respectively. For the control of learning beliefs, it was ([beta] = 3.71, 95% CI: 0.18-7.25, "P" = 0.04) and ([beta] = 3.07, CI: 0.03-6.12, "P" = 0.048) for first year and second year, respectively. Interventions aimed at improving these motivation subscales in students could boost their anatomy performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01