WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS?

Motivational behaviors in DPT students and academic success

Authors

  • Dr. Philip A. Fabrizio Philadelphia College of Osteopathic Medicine
  • Dr. Anne Agur Division of Anatomy, Department of Surgery, University of Toronto
  • Dr. Shannon L. Groff University of St. Augustine for Health Sciences

DOI:

https://doi.org/10.31051/1852.8023.v13.n1.31861

Keywords:

Self-efficacy; anatomy; physical therapy education

Abstract

Objectives: The motivational behavior of self-efficacy for learning and performance was correlated with academic success in Doctor of Physical Therapy (DPT) students taking clinical anatomy, the first foundational course in the program. Students’ motivation strategies have been reported to be important factors in academic success, however, these strategies have not been investigated in DPT students. Therefore, the purpose of this study was to determine if course grade in clinical anatomy was correlated with the motivation subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Materials and Methods: The MSLQ was administered to thirty-three first-year DPT students who consented to participate in the study. Correlation (Pearson r zero order) between the subscales and final course grade in clinical anatomy were determined. Results: Self-efficacy for learning and performance was correlated with course grade (r(31) = .44, p < .05), while intrinsic and extrinsic goal orientation, task value, control of learning beliefs, and test anxiety, were poorly correlated. Conclusions: The results of the current study, indicating that self-efficacy for learning and performance is correlated with academic success, could be utilized in DPT programs to broaden admission processes, and aid in the development of remedial curricular and teaching strategies to support students identified with poor self-efficacy for learning and performance.

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Author Biographies

Dr. Philip A. Fabrizio, Philadelphia College of Osteopathic Medicine

PHILIP A. FABRIZIO, P.T., D.P.T., Ed.D., is an associate professor in the Department of Physical Therapy at the Philadelphia College of Osteopathic Medicine Georgia in Suwanee, Georgia. He teaches clinical anatomy, neuroanatomy, exercise science, and teaching methodology to doctor of physical therapy students and his primary areas of research include anatomy and physical therapy education, biophysical aspects of therapeutic modalities and anatomical variations.

Dr. Anne Agur, Division of Anatomy, Department of Surgery, University of Toronto

ANNE M.R. AGUR, B.Sc. (O.T.), M.Sc., Ph.D., is a professor in the Department of Surgery, Division of Anatomy, Faculty of Medicine, University of Toronto in Toronto, Ontario, Canada. She teaches clinical anatomy, histology, neuroanatomy and embryology. She is the current co-editor of "Grant’s Atlas of Anatomy" and a co-author of "Essential Clinical Anatomy" and “Clinically Oriented Anatomy” and her primary areas of research are in medical education, musculoskeletal modeling, imaging, and non-opioid joint pain management.

Dr. Shannon L. Groff, University of St. Augustine for Health Sciences

SHANNON L. GROFF, Ph.D., is an interim program manager for the Department of Education and Human Services at Florida State College at Jacksonville, Jacksonville, Florida. She is a contributing faculty in the Department of Education at the University of St. Augustine for Health Sciences in St. Augustine, Florida. Her areas of research include using technology to enhance student learning, success, and retention, Community of Inquiry theoretical framework, engagement, and motivation in online learning environments.

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Published

2021-03-21

How to Cite

Fabrizio, P. A., Agur, A. M. R., & Groff, S. L. (2021). WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS? Motivational behaviors in DPT students and academic success. Revista Argentina De Anatomía Clínica (Argentine Journal of Clinical Anatomy), 13(1), 9–16. https://doi.org/10.31051/1852.8023.v13.n1.31861

Issue

Vol. 13 No. 1 (2021): Mar 2021

Section

Original Communications

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Copyright (c) 2021 Philip A. Fabrizio, Anne M. R. Agur, Shannon L. Groff

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