365 herdsa 2005 Student learning of anatomy

Relationships between student approaches to learning and learning outcomes were explored in a population of fi rst year students studying anatomy in a medical program off ered by a research intensive Australian university. An online survey version of the Study Process Questionnaire (Biggs et al, 2001), examination scripts and student results were the source data for this study. Th ese students showed high Surface Approach (SA) scores (Mean 30+3.4) and Deep Approach (DA) scores (Mean 28+4.2) using the Revised two-factor SPQ. Th e quality of pieces of work written in their examination was rated using the Structured Observed Learning Outcomes (SOLO) taxonomy (Biggs & Collis, 1982). Th ere was no correlation between SA and DA scores and mean SOLO ratings. However, there were signifi cant correlations between SA scores and fi nal grades (0.3, p<0.01) and between mean SOLO ratings and fi nal grades (r=0.61, p<0.01) in the course. Further work exploring exactly how students approach study will be useful to elucidate the roles and distinctions between SA and DA in learning anatomy.