Relationships between student approaches to learning and learning outcomes were explored in a population of first year students studying anatomy in a medical program offered by a research intensive Australian university. An online survey version of the Study Process Questionnaire (Biggs et al, 2001), examination scripts and student results were the source data for this study. These students showed high Surface Approach (SA) scores (Mean 30+3.4) and Deep Approach (DA) scores (Mean 28+4.2) using the Revised two-factor SPQ. The quality of pieces of work written in their examination was rated using the Structured Observed Learning Outcomes (SOLO) taxonomy (Biggs & Collis, 1982). There was no correlation between SA and DA scores and mean SOLO ratings. However, there were significant correlations between SA scores and final grades (0.3, p<0.01) and between mean SOLO ratings and final grades (r=0.61, p<0.01) in the course. Further work exploring exactly how students approach study will be useful to elucidate the roles and distinctions between SA and DA in learning anatomy.

Keywords: approaches to learning, SOLO taxonomy, anatomy