Abstract
Anatomy education presents a complex motivational environment, yet little is known about how medical students experience this climate. Grounded in the MUSIC Model of Motivation framework, this study explored students’ perceptions of the motivational climate in a first-year medical anatomy course. Using a mixed-methods design, we surveyed students early in the course and conducted interviews following course completion. Although students reported strong Caring perceptions on the survey, their Empowerment, Usefulness, Success, and Interest perceptions were more variable, and some were suboptimal. Interview findings revealed specific instructional practices (e.g., lecture format, lab group dynamics, alignment with clinical goals) that either supported or hindered student motivation. From these findings, we derived practical recommendations for faculty, administrators, and researchers aimed at fostering a more motivationally supportive learning environment. This study highlights the need to design anatomy courses that not only convey essential knowledge but also sustain student motivation through intentional design.
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Recommended Citation
Holt Foerst, Emily M.; Jones, Brett D.; and Byrnes, Meghan
(2025)
"Examining the Motivational Climate in an Anatomy Course: Instructional Practices to Engage Students in Learning,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 19:
No.
2, Article 4.
Available at: https://doi.org/10.20429/ijsotl.2025.190204
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