Do Chosen Learning Strategies Predict Academic Performance in First-Year DPT Anatomy Students?

Area of Science:

• Anatomy Education
• Physical Therapy Programs
• Student Learning Strategies

Background:

• First-year graduate students often employ learning strategies inadequate for advanced academic demands.
• The Motivated Strategies for Learning Questionnaire (MSLQ) is a validated tool for assessing learning strategies and correlates with academic performance.
• Limited research exists on the MSLQ's correlation with physical therapist students' anatomy course performance.

Purpose of the Study:

• To identify predictors of final anatomy course grades among first-year physical therapist students.
• To examine the relationship between student characteristics, learning strategies (via MSLQ), and anatomy course success.
• To inform pedagogical interventions for enhancing student success in intensive DPT coursework.

Main Methods:

• Thirty-nine first-year physical therapist students (hybrid and traditional programs) participated.
• Regression analyses were used to analyze MSLQ scores (total, domain, and subscale) as predictors of final anatomy grades.
• Specific subscales investigated included Self-Efficacy, Test Anxiety, and Critical Thinking.

Main Results:

• The Self-Efficacy and Test Anxiety subscales significantly predicted anatomy grades (R² = 0.455, P = .029).
• Lower Test Anxiety scores correlated positively with higher anatomy grades.
• A combination of Self-Efficacy, Test Anxiety, and Critical Thinking subscales significantly predicted anatomy grades (R² = 0.603, P = .014).

Conclusions:

• Moderate correlations exist between MSLQ Motivation subscales and DPT anatomy final grades.
• Self-Efficacy and Test Anxiety demonstrated the strongest predictive power for anatomy course success.
• Utilizing tools like the MSLQ can help faculty identify and support students' learning strategies to improve academic outcomes.