Anatomy learning profiles in relation to student motivation and academic success: A multi‐center cross‐sectional study

Learning strategies encompass the diverse approaches students employ to master challenging subjects like anatomy. However, research examining these strategies in isolation remains inconclusive. Recent evidence suggests a shift toward a person-centered paradigm that considers how student subgroups combine multiple learning strategies. This study advances this paradigm and identifies Anatomy Learning Profiles (ALPs) among 567 medical and dental students across six medical faculties by analyzing 13 self-reported cognitive, metacognitive, and resource management strategies using the LIST-K questionnaire. A latent profile analysis confirmed the existence of four ALPs among the study population: Active (26%), Collaborative (20%), Structured (39%), and Passive (15%). Each profile represented a unique combination of 13 learning strategies and was significantly shaped by individual and institutional factors. For example, students further along in their training were more likely to exhibit traits of the Collaborative ALP and less of the Structured ALP. Female and younger students predominantly adopted Structured profiles, while older students favored the Active profile. Moreover, students in modular curricula showed higher rates of Collaborative profiles, while traditional curricula fostered Structured profile membership. Importantly, Active and Collaborative ALP students outperformed the Structured and Passive ALPs, and Active ALP students demonstrated the highest motivation levels. Yet, despite lower motivation levels, Collaborative ALP students achieved comparable academic success, indicating that studying with peers may compensate for lower individual motivation. These findings contribute to understanding students' learning strategies and may provide a holistic basis for educational interventions in anatomy education that align with students' combined learning behaviors.