Examining motivation of first-year undergraduate anatomy students through the lens of Universal Design for Learning (UDL): A single institution study
| dc.contributor.author | Dempsey, Audrey M. K. | en |
| dc.contributor.author | Nolan, Yvonne M. | en |
| dc.contributor.author | Lone, Mutahira | en |
| dc.contributor.author | Hunt, Eithne | en |
| dc.contributor.funder | Irish Research eLibrary | en |
| dc.date.accessioned | 2024-03-21T12:18:51Z | |
| dc.date.available | 2024-03-21T12:18:51Z | |
| dc.date.issued | 2023-07-05 | en |
| dc.description.abstract | Motivation is critical for meaningful learning among healthcare students studying anatomy. Learners are highly variable, and it is important to ensure learners are equally supported in the diverse aspects of an anatomy curriculum. The implementation of the educational framework, Universal Design for Learning (UDL), in anatomy curricula could potentially enhance student motivation. The multiple means of engagement principle of UDL refers to the enhancement of motivation among students. This study aimed to identify healthcare students’ motivation levels at the start and end of their anatomy module and whether there was any change in motivation. The Motivated Strategies for Learning Questionnaire (MSLQ) was distributed to gather the self-reported motivation levels of first-year undergraduate medical, dental and occupational therapy (OT) and speech and language therapy (SLT) students studying anatomy at the start of their respective anatomy modules and again at the end of the module. The overall response rate was 74% and 69%, at the start and end of the study, respectively. Responses were analysed by the respective programme of study. Motivation to study anatomy among medical, dental, OT and SLT students ranged from medium to high on the MSLQ at the start of their respective anatomy modules. By the end of the anatomy modules, dental students reported high levels of motivation to study anatomy, whereas motivation among medical, OT and SLT students ranged from medium to high. A change in students’ self-reported motivation levels while studying anatomy was identified. The study emphasises the benefits of UDL and its flexible nature to enhance motivation. | en |
| dc.description.sponsorship | Irish Research eLibrary (open access funding) | en |
| dc.description.status | Peer reviewed | en |
| dc.description.version | Published Version | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.citation | Dempsey, A.M.K., Nolan, Y.M., Lone, M. and Hunt, E. (2023) ‘Examining motivation of first-year undergraduate anatomy students through the lens of Universal Design for Learning (Udl): A single institution study’, Medical Science Educator, 33(4), pp. 945–953. Available at: https://doi.org/10.1007/s40670-023-01823-x. | en |
| dc.identifier.doi | https://doi.org/10.1007/s40670-023-01823-x | en |
| dc.identifier.endpage | 953 | en |
| dc.identifier.issn | 2156-8650 | en |
| dc.identifier.issued | 4 | en |
| dc.identifier.journaltitle | Medical Science Educator | en |
| dc.identifier.startpage | 945 | en |
| dc.identifier.uri | https://hdl.handle.net/10468/15689 | |
| dc.identifier.volume | 33 | en |
| dc.language.iso | en | en |
| dc.publisher | Springer | en |
| dc.relation.ispartof | Medical Science Educator | en |
| dc.rights | © The Author(s) 2023. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made...https://creativecommons.org/licenses/by/4.0/ | en |
| dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | en |
| dc.subject | Anatomy education | en |
| dc.subject | Engagement | en |
| dc.subject | Healthcare education | en |
| dc.subject | Motivation | en |
| dc.subject | Universal design for learning | en |
| dc.title | Examining motivation of first-year undergraduate anatomy students through the lens of Universal Design for Learning (UDL): A single institution study | en |
| dc.type | Article (peer-reviewed) | en |
| oaire.citation.issue | 4 | en |
| oaire.citation.volume | 33 | en |
