62 - Assessing the Use of Study Logs and Exam Reflection Questions in a Master’s Gross Anatomy Course

Poster Board Number: 62
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Abstract Body : When transitioning to higher education, it is important students develop the skills to become self-regulated learners capable of setting their own learning goals and planning and monitoring their learning. Self-regulated learning, as well as academic performance, has been shown to positively correlate with effective time management and study skills. Strong study skills have been repeatedly linked to metacognitive skills, in which students reflect upon their own understanding during the learning process. Collectively, these skills lead to students being better prepared to manage the rigors of higher education and become life-long learners. This mixed methods study sought to determine the time management and study strategies utilized by students, and the impact of implementing study logs and reflection questions in a Master’s gross anatomy course. Students enrolled in the course during the spring of 2021 were invited to complete two types of bonus assignments: study logs, documenting their study time, and reflection questions, reflecting on their own learning and study strategies. Students could also request feedback on their responses to the bonus assignments. Eighty-four responses to the reflection questions underwent thematic analysis, and Pearson’s and Spearman’s correlation and simple linear regression were performed to determine if relationships existed between grades in the course, the number of bonus assignments completed, the number of hours reported studying, and responses to the reflection questions. From the thematic analysis, five major themes were constructed: surface learning, deeper learning, metacognitive awareness, time management, and utilization of course materials. Students who engaged in surface learning strategies utilized more passive study approaches, such as re-reading their notes or re-watching recordings of lectures. Conversely, students who engaged in deeper learning strategies actively engaged with the material using strategies like retrieval practice and group study. Responses to reflection questions indicated the development of metacognitive awareness; students reported reflecting on their study strategies and modifying them as needed to better learn the information. Students often commented on the importance of effective time management and reflected on the negative effects to their academic performance when their time was not managed well. Finally, students emphasized the importance of utilizing the materials provided in the course, which included lecture materials, assigned textbook readings, and cadaveric specimens in the gross anatomy laboratory. Statistical analyses showed that completing the bonus assignments predicted 25.6% of the variation in final scores in the course, and the number of hours reported studying for each exam positively predicted students’ exam grades. Results suggest that completing study logs and reflection questions promoted student development as self-regulated learners and positively impacted student performance in the course. The results of this study were used to direct the creation and implementation of study strategies modules in future Master’s anatomy courses.