A Psychometric Evaluation of the Anatomy Learning Experiences Questionnaire and Correlations with Learning Outcomes

Autor/inn/en	Choi-Lundberg, Derek L.; Williams, Anne-Marie M.; Zimitat, Craig
Titel	A Psychometric Evaluation of the Anatomy Learning Experiences Questionnaire and Correlations with Learning Outcomes
Quelle	In: Anatomical Sciences Education, 10 (2017) 6, S.514-527 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Choi-Lundberg, Derek L.) ORCID (Zimitat, Craig)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1693
Schlagwörter	Psychometrics; Questionnaires; Correlation; Factor Analysis; Reliability; Science Laboratories; Laboratory Experiments; Anatomy; Learning Experience; Outcomes of Education; Undergraduate Students; Medical Education; Student Attitudes; Student Surveys; Positive Attitudes; Gender Differences; Prediction; Learning Processes; Screening Tests; At Risk Students; Identification; Difficulty Level; Science Tests; Summative Evaluation + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Fragebogen; Korrelation; Faktorenanalyse; Reliabilität; Laboratory work; Laborarbeit; Anatomie; Lernerfahrung; Lernleistung; Schulerfolg; Medizinische Ausbildung; Schülerverhalten; Schülerbefragung; Geschlechterkonflikt; Vorhersage; Learning process; Lernprozess; Screening-Verfahren; Identifikation; Identifizierung; Schwierigkeitsgrad
Abstract	The Anatomy Learning Experiences Questionnaire (ALEQ) was designed by Smith and Mathias to explore students' perceptions and experiences of learning anatomy. In this study, the psychometric properties of a slightly altered 34-item ALEQ (ALEQ-34) were evaluated, and correlations with learning outcomes investigated, by surveying first- and second-year undergraduate medical students; 181 usable responses were obtained (75% response rate). Psychometric analysis demonstrated overall good reliability (Cronbach's alpha of 0.85). Exploratory factor analysis yielded a 27-item, three-factor solution (ALEQ-27, Cronbach's alpha of 0.86), described as: (Factor 1) (Reversed) challenges in learning anatomy, (Factor 2) Applications and importance of anatomy, and (Factor 3) Learning in the dissection laboratory. Second-year students had somewhat greater challenges and less positive attitudes in learning anatomy than first-year students. Females reported slightly greater challenges and less confidence in learning anatomy than males. Total scores on summative gross anatomy examination questions correlated with ALEQ-27, Pearson's r = 0.222 and 0.271, in years 1 and 2, respectively, and with Factor 1, r = 0.479 and 0.317 (all statistically significant). Factor 1 also had similar correlations across different question types (multiple choice; short answer or essay; cadaveric; and anatomical models, bones, or radiological images). In a retrospective analysis, Factor 1 predicted poor end-of-semester anatomy examination results in year 1 with a sensitivity of 88% and positive predictive value of 33%. Further development of ALEQ-27 may enable deeper understanding of students' learning of anatomy, and its ten-item Factor 1 may be a useful screening tool to identify at-risk students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01