Abstract
Lecturers have reverted to using a ‘blended’ approach when teaching anatomy and physiology. The students’ response to how this contributes to their learning satisfaction was investigated using a self-administered questionnaire. The questionnaire consisted of close- and open-ended questions which were based on three determinants of learning satisfaction being perceived course learnability, learning community support and perceived learning effectiveness. Regarding course learnability the students responded positively on the questions regarding the relevance of the subject for their future careers. Students however identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, the respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language and this was identified as a stumbling block for success. There was a difference in opinion among the students regarding the use of technology for teaching and learning of anatomy and physiology. From the students’ perceptions regarding learning effectiveness it became clear that students’ expectations of the anatomy and physiology was unrealistic, they did not expect the module to be so comprehensive. Many of the students were also ‘grade oriented’ rather than ‘learning oriented’ as they indicated that they were more concerned about results than ‘owning’ the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.