Abstract:
Learning approaches are the thinking process used for recalling information. Better learning of human Anatomy is essential for practising efficiently in all clinical specialities. This study was planned to identify the learning approaches among the undergraduate medical students for the subject of Anatomy in our institution. Methods: This cross-sectional study was conducted in Anatomy Department, Shaikh Khalifa bin Zayed Al Nahyan Medical College, Lahore. One hundred students from the first year & 98 students from second year MBBS were included. Participation was purely on a voluntary basis. Approaches and Study Skills Inventory for Students (ASSIST) was used to categorize students' learning approaches towards anatomy as surface, deep or strategic. The data was analyzed using SPSS version 20. Shapiro Wilk test was used to check the normality of the data. Data were normally distributed. Scoring for three learning approaches was described by using mean ± SD. P- Value = 0.05 was considered statistically significant. Results: Overall, 116 (58.9%) students practised the deep approach, 53 (26.9%) students practised the strategic approach, and only 28 (14.2%) showed the surface approach. No significant difference was found in practising different learning approaches between first-year and second-year students. The deep learning approach to anatomy was the most frequently adopted approach by both males as well as female students. Conclusion: The majority of the students showed a predominant deep approach towards learning Anatomy, followed by a strategic learning approach, which is quite promising and reflects the satisfactory alignment of teaching and assessment techniques
Keywords:
anatomy
,
anatomy
,
Education
,
learning
,
Students