Prior Anatomy Experience among Medical Students: What Difference Does It Make?

Autor/inn/en	d'Arnaud, Lindsey; Husmann, Polly R.
Titel	Prior Anatomy Experience among Medical Students: What Difference Does It Make?
Quelle	In: Anatomical Sciences Education, 16 (2023) 2, S.348-358 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Husmann, Polly R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2238
Schlagwörter	Medical Students; Prior Learning; Anatomy; Physiology; Student Surveys; Learning Experience; Outcomes of Education; Study Habits; Student Attitudes; Stress Variables + Suchen Sie Ihr Suchwort? Vorkenntnisse; Anatomie; Physiologie; Schülerbefragung; Lernerfahrung; Lernleistung; Schulerfolg; Study behavior; Study behaviour; Studienverhalten; Schülerverhalten
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01