118 - Study Habits of Superficial and Deep Learners in an Undergraduate Human Anatomy Course

Poster Board Number: 118
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Abstract Body : Student learning approaches have been a topic of interest in educational research since the 1970s. Within this framework, learning approach is typically divided into two categories: superficial approach (SA) and deep approach (DA). Educators often encourage a DA as it is widely believed that this results in better learning outcomes. Embedded in this concept is the assumption that the study habits of students who take a DA are inherently different from students who take a SA. However, there is a paucity of research looking specifically the relationship between study habits and learning approach, especially as it applies to anatomy education. The purpose of this study is to compare the study habits and learning approach of students enrolled in an upper-level undergraduate (baccalaureate) Human Anatomy course at the University of Cincinnati. Learning approach was classified using the revised two-factor Study Process Questionnaire. A custom survey related to study habits was distributed to students immediately following each of the three course examinations. While a variety of data points were collected, this study will focus on results related to the amount of time spent studying and timing of when students began to prepare for the final set of lecture and practical examinations. Data were analyzed using two approaches: (1) raw SA and DA scores were correlated with the study habit survey data, and (2) SA and DA scores were used in a two-step cluster analysis where group membership was used as an independent variable in the comparison of study habits. Of the 40 students enrolled in the course, 38 agreed to participate in the study. Results demonstrate that students who took a DA to learning not only spent more time studying but tended to begin studying earlier than students who took a SA. This patten was consistent for both lecture and practical examinations and was evident in both analytical approaches that were used in this study. These findings support the notion that learning approach does indeed reflect a difference in study habits, at least in terms of the amount of time spent studying and when a student begins to study for examinations.