Evaluating Anatomy Learning of First-year University Students: A Pilot Study

Abstract

Many students find anatomy concepts overwhelming and difficult to grasp, therefore, understanding how anatomy is learned, and the influences thereon is important to ensure academic performance. To evaluate student diversity and anatomy learning, this study presents a pilot study on how first-year students at the University of the Western Cape (South Africa) learn anatomy. A mixed-methods approach was implemented using a Google Form questionnaire. Data was obtained from 20 first-year anatomy undergraduate students in 2022. The findings revealed participants preferred face-to-face practicals (60%) and specimens (55%). Face-to-face practicals, teaching slides and 3D models were identified as effective learning measures, with 3D models showing significant differences across academic degrees. Students perceived greater benefits from face-to-face practicals, 3D models and specimens. Students strongly preferred the visual modality and spaced practice strategy. Differences in aural and writing modalities were observed across degrees, where BSc in Medical Bioscience and BSc in Sports and Exercise Science had higher scores, respectively. Learning barriers included content overload, loadshedding, and less student-lecturer interaction. Overall, face-to-face teaching with teaching slides remains important, with online methods playing a supplementary role. Further research on anatomy learning in different degrees and the impact thereof on academic performance is needed.