1
|
Martin‐Piedra MA, Saavedra‐Casado S, Santisteban‐Espejo A, Campos F, Chato‐Astrain J, Garcia‐Garcia OD, Sanchez‐Porras D, Luna del Castillo JDD, Rodriguez IA, Campos A. Identification of histological threshold concepts in health sciences curricula: Students' perception. ANATOMICAL SCIENCES EDUCATION 2023; 16:171-182. [PMID: 35068075 PMCID: PMC10078720 DOI: 10.1002/ase.2171] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 12/31/2021] [Accepted: 01/18/2022] [Indexed: 05/25/2023]
Abstract
Students' metacognitive skills and perceptions are considered important variables for high-quality learning. In this study, students' perceptions were used to identify histological threshold concepts (integrative, irreversible, transformative, and troublesome) in three health sciences curricula. A specific questionnaire was developed and validated to characterize students' perceptions of histological threshold concepts. A sample of 410 undergraduate students enrolled in the dentistry, medicine, and pharmacy degree programs participated in the study. Concepts assessed in the study were clustered to ten categories (factors) by exploratory and confirmatory factor analysis. Concepts linked to tissue organization and tissue functional states received the highest scores from students in all degree programs, suggesting that the process of learning histology requires the integration of both static concepts related to the constituent elements of tissues and dynamic concepts such as stem cells as a tissue renewal substrate, or the euplasic, proplasic and retroplasic states of tissues. The complexity of integrating static and dynamic concepts may pose a challenging barrier to the comprehension of histology. In addition, several differences were detected among the students in different degree programs. Dentistry students more often perceived morphostructural concepts as threshold concepts, whereas medical students highlighted concepts related to two-dimensional microscopic identification. Lastly, pharmacy students identified concepts related to tissue general activity as critical for the comprehension and learning of histology. The identification of threshold concepts through students' perceptions is potentially useful to improve the teaching and learning process in health sciences curricula.
Collapse
Affiliation(s)
- Miguel A. Martin‐Piedra
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | - Salvador Saavedra‐Casado
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Doctoral (Ph.D.) Program in BiomedicineFaculty of MedicineUniversity of GranadaGranadaSpain
| | - Antonio Santisteban‐Espejo
- Department of PathologyPuerta del Mar University HospitalCádizSpain
- Institute of Research and Innovation in Biomedical Sciences of the Province of Cadiz (INiBICA)University of CádizCádizSpain
| | - Fernando Campos
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | - Jesus Chato‐Astrain
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | - Oscar Dario Garcia‐Garcia
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | - David Sanchez‐Porras
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| | | | - Ismael Angel Rodriguez
- Department of Histology BFaculty of DentistryNational University of CordobaCordobaArgentina
| | - Antonio Campos
- Tissue Engineering GroupDepartment of HistologyFaculty of MedicineUniversity of GranadaGranadaSpain
- Instituto de Investigación Biosanitaria, ibs.GRANADAGranadaSpain
| |
Collapse
|
2
|
Hortsch M, Girão-Carmona VCC, de Melo Leite ACR, Nikas IP, Koney NKK, Yohannan DG, Oommen AM, Li Y, Meyer AJ, Chapman J. Teaching Cellular Architecture: The Global Status of Histology Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1431:177-212. [PMID: 37644293 DOI: 10.1007/978-3-031-36727-4_9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
Histology or microanatomy is the science of the structure and function of tissues and organs in metazoic organisms at the cellular level. By definition, histology is dependent on a variety of microscope techniques, usually light or more recently virtual, as well as electron microscopy. Since its inception more than two centuries ago, histology has been an integral component of biomedical education, specifically for medical, dental, and veterinary students. Traditionally, histology has been taught in two sequential phases, first a didactic transfer of information to learners and secondly a laboratory segment in which students develop the skill of analyzing micrographic images. In this chapter, the authors provide an overview of how histology is currently taught in different global regions. This overview also outlines which educational strategies and technologies are used, and how the local and cultural environment influences the histology education of medical and other students in different countries and continents. Also discussed are current trends that change the teaching of this basic science subject.
Collapse
Affiliation(s)
- Michael Hortsch
- Departments of Cell and Developmental Biology and of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MI, USA.
| | | | | | - Ilias P Nikas
- School of Medicine, European University Cyprus, Nicosia, Cyprus
| | - Nii Koney-Kwaku Koney
- Department of Anatomy, University of Ghana Medical School, University of Ghana, Korle Bu, Ghana
| | - Doris George Yohannan
- Government Medical College, Thiruvananthapuram, Kerala, India
- Kerala University of Health Sciences, Thrissur, Kerala, India
| | - Aswathy Maria Oommen
- Government Medical College, Thiruvananthapuram, Kerala, India
- Kerala University of Health Sciences, Thrissur, Kerala, India
| | - Yan Li
- Department of Human Anatomy, Histology and Embryology, Fudan University, Shanghai, China
| | - Amanda J Meyer
- Department of Anatomy, Physiology, and Human Biology, School of Human Sciences, The University of Western Australia, Perth, WA, Australia
| | - Jamie Chapman
- Tasmanian School of Medicine, University of Tasmania, Hobart, TAS, Australia
| |
Collapse
|
3
|
Herrero JI, Quiroga J. Flipped classroom improves results in pathophysiology learning: results of a nonrandomized controlled study. ADVANCES IN PHYSIOLOGY EDUCATION 2020; 44:370-375. [PMID: 32628523 DOI: 10.1152/advan.00153.2019] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
The flipped classroom has become increasingly popular in health professions education. The aim of this study was to analyze its effect on learning in a pathophysiology course. Flipped classroom was introduced to teach respiratory pathophysiology in 2018. We compared the exam results in respiratory pathophysiology in 2017 and 2018 and the exam results in blood pathophysiology from both years (taught by the same teacher, in a traditional way). Groups were compared with Student's t test. Students answered a survey after finishing the term. Two hundred and one students were examined in 2018 (and 229 in 2017). Gender distribution and the qualifications obtained in general pathology (in the previous year) were comparable in both years. Results in respiratory pathophysiology were significantly better in 2018 than in 2017 (mean: 48 vs. 42 out of 100; P = 0.004), but the results in blood pathophysiology remained similar. The improvement was significant only in students who scored below the median (mean: 40 vs. 33; P = 0.009) and was more evident in male than in female students (mean: 52 vs. 44; P = 0.01) and in those who did not have an academic delay (mean 51 vs. 44; P = 0.002). Most students considered that flipped classroom was more attractive and helped them to learn more and with less effort. Flipped classroom increased medical students' knowledge acquisitions in pathophysiology. It was more beneficial to male students and those with lower qualifications with no academic delay.
Collapse
Affiliation(s)
- Jose I Herrero
- Department of Internal Medicine, Clínica Universidad de Navarra, Pamplona, Spain
- Centro de Investigación Biomédica en Red de Enfermedades Hepáticas y Digestivas, Pamplona, Spain
- Instituto de Investigación Sanitaria de Navarra, Pamplona, Spain
| | - Jorge Quiroga
- Department of Internal Medicine, Clínica Universidad de Navarra, Pamplona, Spain
- Centro de Investigación Biomédica en Red de Enfermedades Hepáticas y Digestivas, Pamplona, Spain
- Instituto de Investigación Sanitaria de Navarra, Pamplona, Spain
| |
Collapse
|
4
|
Sola M, Sanchez-Quevedo C, Martin-Piedra MA, Carriel V, Garzon I, Chato-Astrain J, Garcia-Garcia OD, Alaminos M, Campos F. Evaluation of the awareness of novel advanced therapies among family medicine residents in Spain. PLoS One 2019; 14:e0214950. [PMID: 30943248 PMCID: PMC6447282 DOI: 10.1371/journal.pone.0214950] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2018] [Accepted: 03/22/2019] [Indexed: 01/18/2023] Open
Abstract
Background Advanced therapies are increasingly demanded by patients with the intent of treating some incurable conditions. Because family medicine professionals play an important role as health educators, their residency programs should incorporate new knowledge related to advanced therapies. To successfully implement these programs, how family medicine residents perceive these therapies should be investigated. The main components of perception, i.e. conceptual, procedural and attitudinal, refer to knowledge, skills and feelings, respectively. Methods and findings We designed a specific questionnaire to assess the components of perceptions of advanced therapies in 300 medical residents enrolled in the Spanish National Family Medicine Residency Program. Each component consisted of 4 or 5 topics and each topic contained 6 items. Respondents scored highest in the procedural component (average 4.12±1.00), followed by the attitudinal (3.94±1.07) and conceptual component (3.04±1.43). Differences among the three components were statistically significant (p<0.00017). Family medicine residents perceived that procedures to implement advanced therapies are well established, especially their application. However, they felt their cognitive background was insufficient to respond efficiently to the expectations generated by these new therapeutic tools, especially in the regulatory framework. High awareness of the risks and limitations of these treatments was reflected by residents’ preference for clinically tested therapies. Although they appropriately situated treatment with these therapies within hospital care, they associated the biofabrication of novel products with research centers, although these therapeutic tools can be produced in different facilities. Conclusions These results are potentially useful for designing future training programs and health policies for family medicine residents, and suggest the need to implement specific training programs in advanced therapies at the conceptual, procedural and attitudinal level.
Collapse
Affiliation(s)
- Miguel Sola
- Family Medicine Unit, School of Medicine, University of Granada, Granada, Spain
| | - Carmen Sanchez-Quevedo
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| | - Miguel A. Martin-Piedra
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| | - Victor Carriel
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| | - Ingrid Garzon
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| | - Jesus Chato-Astrain
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| | - Oscar-Dario Garcia-Garcia
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| | - Miguel Alaminos
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
- * E-mail:
| | - Fernando Campos
- Instituto de Investigación Biosanitaria ibs.GRANADA, Granada, Spain
- Department of Histology (Tissue Engineering Group), School of Medicine, University of Granada, Granada, Spain
| |
Collapse
|
5
|
Nathaniel TI, Gainey JC, Williams JA, Stewart BL, Hood MC, Brechtel LE, Faulkner RV, Pendergrass JS, Black LA, Griffin SK, Troup CE, Reuben JS, Black AC. Impact and educational outcomes of a small group self-directed teaching strategy in a clinical neuroscience curriculum. ANATOMICAL SCIENCES EDUCATION 2018; 11:478-487. [PMID: 29251834 DOI: 10.1002/ase.1759] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2017] [Revised: 06/27/2017] [Accepted: 11/18/2017] [Indexed: 06/07/2023]
Abstract
The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2-hour, self-directed small-group interactive clinical case-based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students' performances on the formative quizzes and summative tests were compared to those of first-year medical students in the previous year for whom the self-directed, small-group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first-year medical students with self-directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first-year students in the first year (Y1) for whom the self-directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self-directed, clinical teaching strategy in a clinical neuroscience curriculum for first-year medical students. Anat Sci Educ 11: 478-487. © 2017 American Association of Anatomists.
Collapse
Affiliation(s)
- Thomas I Nathaniel
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Jordan C Gainey
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Jessica A Williams
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Bianca L Stewart
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Michael C Hood
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Leanne E Brechtel
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Rakiya V Faulkner
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Jasmine S Pendergrass
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Leigh-Ann Black
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Scott K Griffin
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | | | - Jayne S Reuben
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Asa C Black
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| |
Collapse
|
6
|
Campos F, Sola M, Santisteban-Espejo A, Ruyffelaert A, Campos-Sánchez A, Garzón I, Carriel V, de Dios Luna-Del-Castillo J, Martin-Piedra MÁ, Alaminos M. Conceptions of learning factors in postgraduate health sciences master students: a comparative study with non-health science students and between genders. BMC MEDICAL EDUCATION 2018; 18:128. [PMID: 29879964 PMCID: PMC5992711 DOI: 10.1186/s12909-018-1227-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2017] [Accepted: 05/17/2018] [Indexed: 05/28/2023]
Abstract
BACKGROUND The students' conceptions of learning in postgraduate health science master studies are poorly understood. The aim of this study was to compare the factors influencing conceptions of learning in health sciences and non-health sciences students enrolled in postgraduate master programs in order to obtain information that may be useful for students and for future postgraduate programs. METHODS A modified version of the Learning Inventory Conception Questionnaire (COLI) was used to compare students' conception learning factors in 131 students at the beginning of their postgraduate studies in health sciences, experimental sciences, arts and humanities and social sciences. RESULTS The present study demonstrates that a set of factors may influence conception of learning of health sciences postgraduate students, with learning as gaining information, remembering, using, and understanding information, awareness of duty and social commitment being the most relevant. For these students, learning as a personal change, a process not bound by time or place or even as acquisition of professional competences, are less relevant. According to our results, this profile is not affected by gender differences. CONCLUSIONS Our results show that the overall conceptions of learning differ among students of health sciences and non-health sciences (experimental sciences, arts and humanities and social sciences) master postgraduate programs. These finding are potentially useful to foster the learning process of HS students, because if they are metacognitively aware of their own conception or learning, they will be much better equipped to self-regulate their learning behavior in a postgraduate master program in health sciences.
Collapse
Affiliation(s)
- Fernando Campos
- Group of Tissue Engineering, Department of Histology (Tissue Engineering Group), University of Granada and research institute ibs.Granada, Granada, Spain
| | - Miguel Sola
- Ph.D. student of Biomedicine Program, University of Granada, Granada, Spain
| | | | | | | | - Ingrid Garzón
- Group of Tissue Engineering, Department of Histology (Tissue Engineering Group), University of Granada and research institute ibs.Granada, Granada, Spain
| | - Víctor Carriel
- Group of Tissue Engineering, Department of Histology (Tissue Engineering Group), University of Granada and research institute ibs.Granada, Granada, Spain
| | | | - Miguel Ángel Martin-Piedra
- Group of Tissue Engineering, Department of Histology (Tissue Engineering Group), University of Granada and research institute ibs.Granada, Granada, Spain
- Department of Histology, School of Medicine, Avda de la Ilustración, 11, 18016 Granada, Spain
| | - Miguel Alaminos
- Group of Tissue Engineering, Department of Histology (Tissue Engineering Group), University of Granada and research institute ibs.Granada, Granada, Spain
| |
Collapse
|
7
|
Shoepe TC, Cavedon DK, Derian JM, Levy CS, Morales A. The ATLAS project: The effects of a constructionist digital laboratory project on undergraduate laboratory performance. ANATOMICAL SCIENCES EDUCATION 2015; 8:12-20. [PMID: 24678042 DOI: 10.1002/ase.1448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2013] [Revised: 12/31/2013] [Accepted: 03/10/2014] [Indexed: 06/03/2023]
Abstract
Anatomical education is a dynamic field where developments in the implementation of constructive, situated-learning show promise in improving student achievement. The purpose of this study was to examine the effectiveness of an individualized, technology heavy project in promoting student performance in a combined anatomy and physiology laboratory course. Mixed-methods research was used to compare two cohorts of anatomy laboratories separated by the adoption of a new laboratory atlas project, which were defined as preceding (PRE) and following the adoption of the Anatomical Teaching and Learning Assessment Study (ATLAS; POST). The ATLAS project required the creation of a student-generated, photographic atlas via acquisition of specimen images taken with tablet technology and digital microscope cameras throughout the semester. Images were transferred to laptops, digitally labeled and photo edited weekly, and compiled into a digital book using Internet publishing freeware for final project submission. An analysis of covariance confirmed that student final examination scores were improved (P < 0.05) following the implementation of the laboratory atlas project (PRE, n = 75; POST, n = 90; means ± SE; 74.9 ± 0.9 versus 78.1 ± 0.8, respectively) after controlling for cumulative student grade point average. Analysis of questionnaires collected (n = 68) from the post group suggested students identified with atlas objectives, appreciated the comprehensive value in final examination preparation, and the constructionism involved, but recommended alterations in assignment logistics and the format of the final version. Constructionist, comprehensive term-projects utilizing student-preferred technologies could be used to improve performance toward student learning outcomes.
Collapse
Affiliation(s)
- Todd C Shoepe
- Department of Health and Human Sciences, Loyola Marymount University, Los Angeles, California
| | | | | | | | | |
Collapse
|
8
|
Campos-Sánchez A, López-Núñez JA, Scionti G, Garzón I, González-Andrades M, Alaminos M, Sola T. Developing an audiovisual notebook as a self-learning tool in histology: perceptions of teachers and students. ANATOMICAL SCIENCES EDUCATION 2014; 7:209-218. [PMID: 23893940 DOI: 10.1002/ase.1386] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2012] [Revised: 05/25/2013] [Accepted: 06/10/2013] [Indexed: 06/02/2023]
Abstract
Videos can be used as didactic tools for self-learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self-learning processes.
Collapse
Affiliation(s)
- Antonio Campos-Sánchez
- Department of Histology, Medical School, University of Granada, Granada, Spain; Department of Didactics and School Organization, University of Granada, Faculty of Education Sciences, Granada, Spain
| | | | | | | | | | | | | |
Collapse
|
9
|
Campos-Sánchez A, López-Núñez JA, Carriel V, Martín-Piedra MÁ, Sola T, Alaminos M. Motivational component profiles in university students learning histology: a comparative study between genders and different health science curricula. BMC MEDICAL EDUCATION 2014; 14:46. [PMID: 24612878 PMCID: PMC3973968 DOI: 10.1186/1472-6920-14-46] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2013] [Accepted: 02/11/2014] [Indexed: 05/07/2023]
Abstract
BACKGROUND The students' motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade- motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. METHODS Glynn Science Motivation Questionnaire II was used to compare students' motivation components to learn histology in 367 first-year male and female undergraduate students enrolled in medical, dentistry and pharmacy degree programs. RESULTS For intrinsic motivation, career motivation and self-efficacy, the highest values corresponded to medical students, whereas dentistry students showed the highest values for self-determination and grade motivation. Genders differences were found for career motivation in medicine, self-efficacy in dentistry, and intrinsic motivation, self-determination and grade motivation in pharmacy. Career motivation and self-efficacy components correlated with final performance in histology of the students corresponding to the three curricula. CONCLUSIONS Our results show that the overall motivational profile for learning histology differs among medical, dentistry and pharmacy students. This finding is potentially useful to foster their learning process, because if they are metacognitively aware of their motivation they will be better equipped to self-regulate their science-learning behavior in histology. This information could be useful for instructors and education policy makers to enhance curricula not only on the cognitive component of learning but also to integrate students' levels and types of motivation into the processes of planning, delivery and evaluation of medical education.
Collapse
Affiliation(s)
- Antonio Campos-Sánchez
- Department of Histology, School of Medicine, University of Granada, Avenida de Madrid, 11 E18071 Granada, Spain
- Department of Didactics and School Organization, School of Education, University of Granada, Campus de Cartuja, E18071 Granada, Spain
| | - Juan Antonio López-Núñez
- Department of Didactics and School Organization, School of Education, University of Granada, Campus de Cartuja, E18071 Granada, Spain
| | - Víctor Carriel
- Department of Histology, School of Medicine, University of Granada, Avenida de Madrid, 11 E18071 Granada, Spain
| | - Miguel-Ángel Martín-Piedra
- Department of Histology, School of Medicine, University of Granada, Avenida de Madrid, 11 E18071 Granada, Spain
| | - Tomás Sola
- Department of Didactics and School Organization, School of Education, University of Granada, Campus de Cartuja, E18071 Granada, Spain
| | - Miguel Alaminos
- Department of Histology, School of Medicine, University of Granada, Avenida de Madrid, 11 E18071 Granada, Spain
| |
Collapse
|