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Langlois J, Hamstra SJ, Dagenais Y, Lemieux R, Lecourtois M, Yetisir E, Bellemare C, Bergeron G, Wells GA. Objects drawn from haptic perception and vision-based spatial abilities. Anat Sci Educ 2024; 17:433-443. [PMID: 38108595 DOI: 10.1002/ase.2366] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Revised: 11/19/2023] [Accepted: 11/30/2023] [Indexed: 12/19/2023]
Abstract
Haptic perception is used in the anatomy laboratory with the handling of three-dimensional (3D) prosections, dissections, and synthetic models of anatomical structures. Vision-based spatial ability has been found to correlate with performance on tests of 3D anatomy knowledge in previous studies. The objective was to explore whether haptic-based spatial ability was correlated with vision-based spatial ability. Vision-based spatial ability was measured in a study group of 49 medical graduates with three separate tests: a redrawn Vandenberg and Kuse Mental Rotations Tests in two (MRT A) and three (MRT C) dimensions and a Surface Development Test (SDT). Haptic-based spatial ability was measured using 18 different objects constructed from 10 cubes glued together. Participants were asked to draw these objects from blind haptic perception, and drawings were scored by two independent judges. The maximum score was 24 for each of MRT A and MRT C, 60 for SDT, and 18 for the drawings. The drawing score based on haptic perception [median = 17 (lower quartile = 16, upper quartile = 18)] correlated with MRT A [14 (9, 17)], MRT C [9 (7, 12)] and SDT [44 (36, 52)] scores with a Spearman's rank correlation coefficient of 0.395 (p = 0.0049), 0.507 (p = 0.0002) and 0.606 (p < 0.0001), respectively. Spatial abilities assessed by vision-based tests were correlated with a drawing score based on haptic perception of objects. Future research should investigate the contribution of haptic-based and vision-based spatial abilities on learning 3D anatomy from physical models.
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Affiliation(s)
- Jean Langlois
- Department of Emergency Medicine, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
- Department of Surgery, Université de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Stanley J Hamstra
- Department of Surgery, University of Toronto, Toronto, Ontario, Canada
- Holland Bone and Joint Program, Sunnybrook Research Institute, Sunnybrook Health Sciences Centre, Toronto, Ontario, Canada
| | - Yvan Dagenais
- Department of Surgery, Université de Sherbrooke, Sherbrooke, Quebec, Canada
- Department of Letters and Communications, Université de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Renald Lemieux
- Health Data Strategy, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Marc Lecourtois
- Mental Health Programme, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Granby, Quebec, Canada
| | - Elizabeth Yetisir
- Cardiovascular Research Methods Centre, University of Ottawa Heart Institute, Ottawa, Ontario, Canada
| | - Christian Bellemare
- Department of Multidisciplinary Services, Clinical Quality Division, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - Germain Bergeron
- Neuropsychology Program of the Trauma and Critical Care Group, CIUSSS de l'Estrie-Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada
| | - George A Wells
- Cardiovascular Research Methods Centre, University of Ottawa Heart Institute, Ottawa, Ontario, Canada
- School of Epidemiology and Public Health, University of Ottawa, Ottawa, Ontario, Canada
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Wang C, McWatt SC. Visuospatial ability and student approach to learning as predictors of academic performance on written versus laboratory-based assessments in human anatomy. Anat Sci Educ 2023; 16:1187-1199. [PMID: 37483065 DOI: 10.1002/ase.2317] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Revised: 05/08/2023] [Accepted: 06/23/2023] [Indexed: 07/25/2023]
Abstract
As hours devoted to human anatomy curricula fall under threat and curricular delivery methods remain in flux, many new teaching innovations are emerging, which require comprehensive evaluation to ensure evidence-based teaching is maintained. Although grades are the predominant measure of 'learning', alternative metrics can assess more nuanced and meaningful outcomes. Two common predictors of students' three-dimensional understanding of the body and depth of learning are visuospatial abilities and approaches to learning, respectively. This study evaluated and compared the relative predictive power of these metrics on written and laboratory-based assessments in a human anatomy course. Deep approaches to learning and visuospatial abilities were expected to positively correlate with overall performance, with visuospatial abilities being the more salient predictor, especially on laboratory-based assessments. Additionally, visuospatial abilities were expected to positively correlate with deep learning approaches and negatively correlate with surface learning approaches. Multiple linear regression models controlling for covariates found that both visuospatial abilities (p = 0.049; p = 0.014) and deep learning approaches (p = 0.001; p = 0.001) were independent significant predictors of final and laboratory-based grades, while only deep learning approaches were significantly predictive of written grades (p = 0.007). There was no significant relationship between visuospatial abilities and approaches to learning. Given these findings and the increased reliance on visuospatially demanding digital learning activities in anatomy, both metrics should be considered when evaluating the impact of teaching innovations. Further, educators should design learning resources and environments that train visuospatial abilities and promote deeper learning approaches to maximize students' success.
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Affiliation(s)
- Catherine Wang
- Department of Anatomy and Cell Biology, Faculty of Medicine and Health Sciences, McGill University, Montréal, Québec, Canada
| | - Sean C McWatt
- Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montréal, Québec, Canada
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Thrasher CA, Otto L, Harburger LL. The Effects of Hormone Contraceptives and Menstruation on Object Memory and Spatial Ability in Young Women. Psychol Rep 2023; 126:2403-2417. [PMID: 35349378 DOI: 10.1177/00332941221079608] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The aim of this study is to examine the relationship between hormone contraceptive use and menstruation on cognitive performance in young women. The object array task assessed object memory and a mental rotations test assessed spatial ability in women taking hormone contraceptives and naturally cycling women. Women taking hormone contraceptives were significantly better than naturally cycling women at identifying novel objects on an object array, but not on performance of a mental rotations task. There were also no significant differences in either task between naturally cycling women who were menstruating and those who were not menstruating during testing. The results of this study suggest that women taking hormone contraceptives outperformed naturally cycling women in recalling the identities of objects. The findings from this study help to further demonstrate the relationship between ovarian hormones and cognitive performance and add to the understanding of how hormone contraceptives affect cognition.
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Affiliation(s)
- Christina A Thrasher
- Department of Psychology, Purchase College, State University of New York, Purchase, NY, USA
| | - Lily Otto
- Department of Psychology, Purchase College, State University of New York, Purchase, NY, USA
| | - Lauren L Harburger
- Department of Psychology, Purchase College, State University of New York, Purchase, NY, USA
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Ritchie HE, Oakes D, Drury H, Ollerenshaw S, Hegedus E. Can drawing instruction help students with low visuospatial ability in learning anatomy? Anatomical Sciences Ed 2023; 16:252-265. [PMID: 36259486 DOI: 10.1002/ase.2230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 09/20/2022] [Accepted: 10/17/2022] [Indexed: 06/16/2023]
Abstract
Visuospatial skills are considered important attributes when learning anatomy and there is evidence suggesting that this ability can be improved with training techniques including drawing. The Mental Rotations Test (MRT) has been routinely used to assess visuospatial ability. This study aimed to introduce students to drawing as a learning strategy for anatomy. Undergraduate speech science anatomy students took part in a drawing tutorial (n = 92), completed an MRT test, pre- and post-tutorial tests, and surveys regarding their use and attitudes toward drawing as a study tool. The impact on their examination performance was then assessed. Regardless of MRT score or attitude to drawing, students who participated in the drawing tutorial demonstrated immediate improvement in post-tutorial test scores. Students in the drawing group performed better in most anatomy components of the examination, but the result did not reach statistical significance. There was only a positive correlation between MRT score and one type of anatomy question (non-image-based) and speech physics questions (r = 0.315, p = 0.002). The unexpected finding may relate to the MRT which assesses spatial rather than object visualization skills. Students who liked drawing also performed significantly better in word-based and speech physics questions. It is likely that the style of identification question did not require the mental manipulation ability assessed in the MRT. This study demonstrated that students with lower MRT scores are not outperformed in all aspects of anatomy assessment. The study highlights the importance of a more nuanced understanding of visuospatial skills required in anatomy.
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Affiliation(s)
- Helen E Ritchie
- School of Medical Sciences (Education Innovation), Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Diana Oakes
- School of Medical Sciences (Education Innovation), Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Helen Drury
- School of Education and Social Work, Faculty of Arts and Social Sciences, The University of Sydney, Sydney, New South Wales, Australia
| | - Suzanne Ollerenshaw
- School of Medical Sciences (Education Innovation), Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Elizabeth Hegedus
- School of Medical Sciences (Education Innovation), Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
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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. Anat Sci Educ 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] [What about the content of this article? (0)] [Affiliation(s)] [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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Bogomolova K, Hierck BP, van der Hage JA, Hovius SER. Anatomy Dissection Course Improves the Initially Lower Levels of Visual-Spatial Abilities of Medical Undergraduates. Anat Sci Educ 2020; 13:333-342. [PMID: 31301207 DOI: 10.1002/ase.1913] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2018] [Revised: 07/05/2019] [Accepted: 07/08/2019] [Indexed: 06/10/2023]
Abstract
Visual-spatial abilities are considered a successful predictor in anatomy learning. Previous research suggest that visual-spatial abilities can be trained, and the magnitude of improvement can be affected by initial levels of spatial skills. This case-control study aimed to evaluate (1) the impact of an extra-curricular anatomy dissection course on visual-spatial abilities of medical undergraduates and (2) the magnitude of improvement in students with initially lower levels of visual-spatial abilities, and (3) whether the choice for the course was related to visual-spatial abilities. Course participants (n = 45) and controls (n = 65) were first and second-year medical undergraduates who performed a Mental Rotations Test (MRT) before and 10 weeks after the course. At baseline, there was no significant difference in MRT scores between course participants and controls. At the end of the course, participants achieved a greater improvement than controls (first-year: ∆6.0 ± 4.1 vs. ∆4.9 ± 3.2; ANCOVA, P = 0.019, Cohen's d = 0.41; second-year: ∆6.5 ± 3.3 vs. ∆6.1 ± 4.0; P = 0.03, Cohen's d = 0.11). Individuals with initially lower scores on the MRT pretest showed the largest improvement (∆8.4 ± 2.3 vs. ∆6.8 ± 2.8; P = 0.011, Cohen's d = 0.61). In summary, (1) an anatomy dissection course improved visual-spatial abilities of medical undergraduates; (2) a substantial improvement was observed in individuals with initially lower scores on the visual-spatial abilities test indicating a different trajectory of improvement; (3) students' preferences for attending extracurricular anatomy dissection course was not driven by visual-spatial abilities.
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Affiliation(s)
- Katerina Bogomolova
- Department of Surgery, Leiden University Medical Center, Leiden, The Netherlands
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Beerend P Hierck
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
- Department of Anatomy and Embryology, Leiden University Medical Center, Leiden, The Netherlands
- Leiden Teachers' Academy, Leiden University, Leiden, The Netherlands
| | - Jos A van der Hage
- Department of Surgery, Leiden University Medical Center, Leiden, The Netherlands
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Steven E R Hovius
- Department of Plastic and Reconstructive Surgery and Hand Surgery, Rotterdam Erasmus University Medical Center, Rotterdam, The Netherlands
- Department of Plastic and Reconstructive Surgery, Radboud University Medical Center, Nijmegen, The Netherlands
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Langlois J, Wells GA, Lecourtois M, Bergeron G, Yetisir E, Martin M. Spatial abilities of medical graduates and choice of residency programs. Anat Sci Educ 2015; 8:111-119. [PMID: 24953052 DOI: 10.1002/ase.1453] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/24/2014] [Revised: 02/14/2014] [Accepted: 03/15/2014] [Indexed: 06/03/2023]
Abstract
Spatial abilities have been related in previous studies to three-dimensional (3D) anatomy knowledge and the performance in technical skills. The objective of this study was to relate spatial abilities to residency programs with different levels of content of 3D anatomy knowledge and technical skills. The hypothesis was that the choice of residency program is related to spatial abilities. A cohort of 210 medical graduates was enrolled in a prospective study in a 5-year experiment. Spatial abilities were measured with a redrawn Vandenberg and Kuse Mental Rotations Test (MRT) in two (MRTA) and three (MRTC) dimensions. Medical graduates were enrolled in Family Medicine (n = 76, 36.2%), Internal Medicine (64, 30.5%), Surgery (52, 24.8%), and Anesthesia (18, 8.6%). The assumption was that the level of 3D anatomy knowledge and technical skills content was higher in Surgery and Anesthesia compared to Family Medicine and Internal Medicine. Mean MRTA score of 12.4 (±SD 4.6), 12.0 (±4.3), 14.1 (±4.3), and 14.6 (±4.0) was obtained in Family Medicine, Internal Medicine, Surgery, and Anesthesia, respectively (P = 0.0176). Similarly, mean MRTC score of 8.0 (±4.4), 7.5 (±3.6), 8.5 (±3.9), and 7.9 (±4.1) was obtained (P = 0.5647). Although there was a tendency for lower MRTA score in Family Medicine and Internal Medicine compared to Surgery and Anesthesia, no statistically significant main effect of residency, year, sex, or the interactions were observed for the MRTA and MRTC. Studied sample of medical graduates was not found to choose their residency programs based on their innate spatial abilities.
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Affiliation(s)
- Jean Langlois
- Department of Emergency Medicine, Centre hospitalier universitaire de Sherbrooke, Sherbrooke, Quebec, Canada; Department of Surgery, University of Sherbrooke, Sherbrooke, Quebec, Canada
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