The Relationship Between Medical Students’ Attitudes Toward Anatomy, Learning Approaches, and Academic Self-Efficacy: A Cross-Sectional Study

Abstract

Objective: The aim of this study is to investigate the relationship between attitudes toward anatomy courses among first- and second-year medical students and their learning approaches (deep/surface) and academic self-efficacy. Materials and Methods: This cross-sectional study involved medical students from Kafkas University (term 1: 98, term 2: 74). Data were collected using an online survey method, including a personal information form, the Attitude Scale Toward Anatomy Course, the Revised Two-Factor Work Process Scale (R-SPQ-2F), and Academic Self-Efficacy Scale. The findings were analyzed using the IBM SPSS 25 software package. Results: The anatomy attitude scores of first-term students were found to be significantly lower than those of second-term students. While deep learning approach scores were higher among first-term students, surface learning approach scores were found to be higher among second-term students. A positive correlation was observed between anatomy attitude scores and deep learning in Term 2 students, while a negative correlation was observed between anatomy attitude scores and surface learning. No significant relationship was found between academic self-efficacy and anatomy attitude and learning approaches in either group. The regression analysis showed that the variables included in the model did not change the anatomy attitude. Conclusion: Students' attitudes toward anatomy courses and their learning approaches were found to be related to their grade levels. Developing strategies that support learning approaches in anatomy education can contribute to improving attitudes, particularly in the early grades.

Keywords

• Anatomy
• Attitude
• Medical students
• Learning
• Self efficacy

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