A Cross-Cultural Comparison of Anatomy Learning: Learning Styles and Strategies

Autor/inn/en	Mitchell, Barry S.; Xu, Qin; Jin, Lixian; Patten, Debra; Gouldsborough, Ingrid
Titel	A Cross-Cultural Comparison of Anatomy Learning: Learning Styles and Strategies
Quelle	In: Anatomical Sciences Education, 2 (2009) 2, S.49-60 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.73
Schlagwörter	Medical Students; Curriculum Design; Student Attitudes; Cross Cultural Studies; Cultural Differences; Anatomy; Cultural Influences; Teaching Methods; Comparative Analysis; Cognitive Style; Learning Strategies; Questionnaires; Educational Environment; Student Surveys; College Instruction; Medical Schools; Medical Education; Science Instruction; Foreign Countries; China; United Kingdom + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Schülerverhalten; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Anatomie; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerbefragung; Hochschullehre; Medizinische Ausbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Großbritannien
Abstract	Cultural influences on anatomy teaching and learning have been investigated by application of a questionnaire to medical students in British and Chinese Medical Schools. Results from the responses from students of the two countries were analyzed. Both groups found it easier to understand anatomy in a clinical context, and in both countries, student learning was driven by assessment. Curriculum design differences may have contributed to the British view wherein students were less likely to feel time pressure and enjoyed studying anatomy more than their Chinese counterparts. Different teaching approaches resulted in British students being more likely to recite definitions to learn, and the Chinese students found learning from cross-sectional images easy. Cultural differences may account for the observation that British students were more inclined to ask questions in class, and the preference of Chinese students to study in small groups. The findings give evidence to show how "cultures of learning" influence students' approaches and indicate the importance of cultural influences as factors amongst international and home learner groups. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10