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

Authors

DOI:

https://doi.org/10.34190/icer.1.1.2727

Keywords:

Anatomy, Pedagogy, Learning modalities, Learning strategies, Learning barriers

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.

Author Biographies

Omowunmi Isafiade, University of the Western Cape

Dr Isafiade is an NRF Y-rated researcher and a Senior Lecturer at the University of the Western Cape with over 12 years of lecturing, research experience and numerous publications in accredited conference and journal platforms. She has many years of collaborative research engagements and supervision aligning with the SDGs

Honjiswa Conana, University of the Western Cape

Honjiswa Conana is the Teaching and Learning Specialist in the Faculty of Natural Sciences at the University of the Western Cape. Her role is to support teaching and learning initiatives in the Faculty. Her research niche and interests primarily focus on science education, academic literacies, and multimodalities within higher education.

Okobi Ekpo, Khalifa University,

Dr. Ekpo is an Assistant Professor in Anatomy and Cellular Biology at Khalifa University. He obtained his PhD in Anatomy from the University of Pretoria and received research training in neuroscience at Loma Linda University, Missouri University, and Katholieke University. He has over 20 years of teaching and research experience.

Retha Christina M Kotze, University of the Western Cape

Dr Kotze holds a PhD in nutrition and is a lecturer and researcher in the Department of Dietetics and Nutrition at the University of the Western Cape. Her main responsibilities include lecturing, and supervision of under- and postgraduate students. Her research currently focuses on the relationship between nutrition and health.

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Published

2024-11-21