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Student attitudes towards anatomy teaching and learning in a multiprofessional context.
B S Mitchell1, P McCrorie, P Sedgwick
1Department of Anatomy and Developmental Biology, St George's Hospital Medical School, London, UK. bsm1@soton.ac.uk
Medical Education
|June 18, 2004
Summary
Student attitudes towards anatomy learning and cadaveric work varied across health disciplines. Multiprofessional learning in anatomy was feasible, though performance differed significantly between degree courses.
Area of Science:
- Medical Education
- Anatomy Pedagogy
- Healthcare Professions Education
Background:
- Investigated student attitudes towards anatomy learning within a multiprofessional healthcare education context.
- Focused on a joint Common Foundation Programme (CFP) in the UK involving diverse health science faculties.
Purpose of the Study:
- Assessed student attitudes regarding cadaveric dissection, anatomy learning, and multiprofessional collaboration.
- Compared anatomy assessment performance across different healthcare degree programs.
Main Methods:
- Utilized a Likert scale questionnaire to gauge student attitudes on cadaveric work, anatomy, and multiprofessional learning.
- Administered a standardized anatomy assessment to all participating students at the end of the first term.
Main Results:
- Biomedical science and medical students exhibited the most apprehension towards cadaveric dissection.
- Biomedical science students reported the highest enjoyment of multidisciplinary group work.
- Significant variation in anatomy assessment scores was observed, with physiotherapy and medical students performing highest.
Conclusions:
- Anatomy education is viable within a shared multiprofessional learning environment like the CFP.
- Performance disparities highlight the need for careful consideration in designing future multiprofessional anatomy courses.
- Further analysis is recommended to understand and address the varied student performance outcomes.