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Tatel CE, Tidler ZR, Ackerman PL. Process differences as a function of test modifications: Construct validity of Raven's advanced progressive matrices under standard, abbreviated and/or speeded conditions – A meta-analysis. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2021.101604] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Roach VA, Mi M, Mussell J, Van Nuland SE, Lufler RS, DeVeau K, Dunham SM, Husmann P, Herriott HL, Edwards DN, Doubleday AF, Wilson BM, Wilson AB. Correlating Spatial Ability With Anatomy Assessment Performance: A Meta-Analysis. ANATOMICAL SCIENCES EDUCATION 2021; 14:317-329. [PMID: 33124194 PMCID: PMC9039732 DOI: 10.1002/ase.2029] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 09/17/2020] [Accepted: 10/23/2020] [Indexed: 05/05/2023]
Abstract
Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969-2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (rpooled = 0.240; CI at 95% = 0.09, 0.38; P = 0.002). Performance on spatial and relationship-based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non-spatial multiple-choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability.
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Affiliation(s)
- Victoria A. Roach
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Oakland University. Rochester, Michigan
| | - Misa Mi
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Oakland University. Rochester, Michigan
| | - Jason Mussell
- Department of Cell Biology and Anatomy, School of Medicine, Louisiana State University Health Sciences Center, New Orleans, Louisiana
| | - Sonya E. Van Nuland
- Department of Cell Biology and Anatomy, School of Medicine, Louisiana State University Health Sciences Center, New Orleans, Louisiana
| | - Rebecca S. Lufler
- Department of Medical Education, Tufts University School of Medicine, Boston, Massachusetts
| | - Kathryn DeVeau
- Department of Anatomy and Cell Biology, School of Medicine and Health Sciences, George Washington University, Washington, District of Columbia
| | - Stacey M. Dunham
- Department of Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Bloomington, Indiana
| | - Polly Husmann
- Department of Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Bloomington, Indiana
| | - Hannah L. Herriott
- Department of Anatomy, Cell Biology, and Physiology, Indiana University School of Medicine, Indianapolis, Indiana
| | - Danielle N. Edwards
- Department of Cell, Developmental and Integrative Biology, School of Medicine, University of Alabama at Birmingham, Birmingham, Alabama
| | - Alison F. Doubleday
- Department of Oral Medicine and Diagnostic Sciences, College of Dentistry, University of Illinois at Chicago, Chicago, Illinois
| | - Brittany M. Wilson
- Department of Cell and Molecular Medicine, Rush College of Medicine, Rush University, Chicago, Illinois
| | - Adam B. Wilson
- Department of Cell and Molecular Medicine, Rush College of Medicine, Rush University, Chicago, Illinois
- Correspondence to Dr. Adam B. Wilson, Department of Cell and Molecular Medicine, Rush University, Armour Academic Center, Suite 505A, 600 S. Paulina St., Chicago, IL 60612; telephone: 312-942-5903;
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Gonzales RA, Ferns G, Vorstenbosch MATM, Smith CF. Does spatial awareness training affect anatomy learning in medical students? ANATOMICAL SCIENCES EDUCATION 2020; 13:707-720. [PMID: 32048478 DOI: 10.1002/ase.1949] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2019] [Revised: 02/07/2020] [Accepted: 02/09/2020] [Indexed: 06/10/2023]
Abstract
Spatial ability (SA) is the cognitive capacity to understand and mentally manipulate concepts of objects, remembering relationships among their parts and those of their surroundings. Spatial ability provides a learning advantage in science and may be useful in anatomy and technical skills in health care. This study aimed to assess the relationship between SA and anatomy scores in first- and second-year medical students. The training sessions focused on the analysis of the spatial component of objects' structure and their interaction as applied to medicine; SA was tested using the Visualization of Rotation (ROT) test. The intervention group (n = 29) received training and their pre- and post-training scores for the SA tests were compared to a control group (n = 75). Both groups improved their mean scores in the follow-up SA test (P < 0.010). There was no significant difference in SA scores between the groups for either SA test (P = 0.31, P = 0.90). The SA scores for female students were significantly lower than for male students, both at baseline and follow-up (P < 0.010). Anatomy training and assessment were administered by the anatomy department of the medical school, and examination scores were not significantly different between the two groups post-intervention (P = 0.33). However, participants with scores in the bottom quartile for SA performed worse in the anatomy questions (P < 0.001). Spatial awareness training did not improve SA or anatomy scores; however, SA may identify students who may benefit from additional academic support.
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Affiliation(s)
- Rene A Gonzales
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Gordon Ferns
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
| | - Marc A T M Vorstenbosch
- Department of Anatomy, Radboud University Nijmegen Medical Centre, Nijmegen, The Netherlands
| | - Claire F Smith
- Department of Medical Education, Brighton and Sussex Medical School, University of Sussex, Brighton, United Kingdom
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Gutierrez JC, Holladay SD, Arzi B, Clarkson C, Larsen R, Srivastava S. Improvement of Spatial and Non-verbal General Reasoning Abilities in Female Veterinary Medical Students Over the First 64 Weeks of an Integrated Curriculum. Front Vet Sci 2019; 6:141. [PMID: 31179289 PMCID: PMC6538681 DOI: 10.3389/fvets.2019.00141] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2019] [Accepted: 04/23/2019] [Indexed: 11/13/2022] Open
Abstract
Spatial visualization ability is defined as the ability to mentally rotate two- and three-dimensional figures. Visual reasoning is the ability to manipulate mental images of an object to reach a certain conclusion and has been linked to spatial ability. There is currently limited information about how entry-level spatial and visual reasoning abilities may be enhanced with progression through the rigorous veterinary medical curriculum. The present study made use of two tests that measure spatial ability and one test that measures non-verbal general reasoning ability in female veterinary students: Guay's Visualization of Views Test, Adapted Version (VVT), Mental Rotations Test (MRT), and Raven's Advanced Progressive Matrices Test, short form (APMT). Tests were given immediately before commencing the integrated veterinary medical curriculum (T0), at week 32 (T1), and at week 64 (T2) into the program. Results showed improved spatial visualization ability as measured by VVT and MRT and improved non-verbal general reasoning ability as measured by APMT at both 32 and 64 weeks. The spatial ability scores measured by VVT and MRT showed a positive correlation with non-verbal general reasoning ability scores (APMT), supporting the idea that these abilities are linked.
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Affiliation(s)
- Juan Claudio Gutierrez
- School of Veterinary Medicine, University of California, Davis, Davis, CA, United States
| | - Steven D Holladay
- College of Veterinary Medicine, University of Georgia, Athens, GA, United States
| | - Boaz Arzi
- School of Veterinary Medicine, University of California, Davis, Davis, CA, United States
| | - Christina Clarkson
- College of Veterinary Medicine, University of Minnesota, St. Paul, MN, United States
| | - Roxanne Larsen
- College of Veterinary Medicine, University of Minnesota, St. Paul, MN, United States
| | - Sakti Srivastava
- School of Medicine, Stanford University, Stanford, CA, United States
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