What Motivates Occupational Therapy Students to Self-Study Anatomy

Document Type (Journals)

Original Research

Abstract

Informed by self-determination theory, this study examined the motivations and preferred learning styles of entry-level occupational therapy students and explored how their perceived anatomy competency related to their academic performance. To investigate this, ninety-seven occupational therapy students completed a reflective assignment through which they set anatomy self-study learning goals. Self-study learning approaches were categorized, and the relationship between student perceived anatomy competency and academic outcomes (i.e., anatomy quizzes, term grades) was analyzed. When examining self-study learning approaches, students favored computer assisted instructional tools (n = 75, 77%) and integrated clinical application with their learning goals (n = 52, 54%). Perceived anatomy competency at the start of the course was 2.6 ± 1.3 (range, 0.5 - 7.0; maximum 10); which was significantly mildly correlated with anatomy quiz summed score (r_(p) = 0.3, p = 0.01, 2-tailed), but was not related to overall course grades. These results suggest that entry-level occupational therapy students preferred computer-assisted instructional self-study tools with clinically oriented approaches. Self-assessment of anatomy competency aligned with the students’ academic performance on foundational anatomy concepts, while less reflective of overall academic performance as evaluation shifted towards integrated learning with clinical contexts. Understanding what learning approaches motivate students to self-study anatomy can help support self-directed learning, ultimately enhancing student engagement and learning outcomes in occupational therapy education.

Biography

Samantha Williams, B.A. (Psychology) has contributed to research across multiple settings, with interests in learning, education, and adolescent development. Her work examines factors that shape student learning, educational outcomes, and academic success.

Kelly Hennessy, OT Reg. (Ont.) completed her Master’s in Occupational Therapy at the University of Toronto. Kelly works at St. Michael’s Hospital in the inpatient neurology unit and BARLO MS Centre. Kelly is involved in patient care, cognitive rehabilitation, and quality improvement research at BARLO and the University of Toronto.

Athena M. Kirou-Mauro, OT Reg. (Ont.) is an adjunct lecturer in the Department of Occupational Science and Occupational Therapy at the University of Toronto, as well as a clinician in an integrated stroke unit.

Lexi Davidson, MScOT, OT Reg. (Ont.) is an Occupational Therapist in the Geriatric Program at the Ontario Shores Centre for Mental Health Sciences. Her research focuses on health equity and service navigation for marginalized communties; including experiences of musculoskeletal differences, mental health and addictions, and newcomers to Canada.

Emily S. Ho, BSc, MEd, PhD, OT Reg. (Ont.) is an Assistant Professor in the Department of Occupational Science and Occupational Therapy at the University of Toronto. She coordinates and teaches the Musculoskeletal Foundations for Occupational Therapy Practice course. Her research focuses on upper limb musculoskeletal function and rehabilitation.

Declaration of Interest

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The authors have no actual or perceived conflicts of interest related to this research.

Recommended Citation

Williams, S., Kirou-Mauro, A., Hennessy, K., Davidson, L., & Ho, E. S. (2026). What Motivates Occupational Therapy Students to Self-Study Anatomy. Journal of Occupational Therapy Education, 10 (3). Retrieved from https://encompass.eku.edu/jote/vol10/iss3/9