The Influence of Spatial Ability on Medical Student Performance in the Basic Sciences
Notice bibliographique
Résumé
Background Spatial visualization ability (Vz) is associated with higher performance in anatomy; however, the influence of Vz on performance in the other basic sciences has not been established. This study aimed to assess the influence of Vz on academic performance in the first year basic science curriculum at the Medical College of Georgia. We hypothesized that students’ Vz will have a significant positive correlation with their performance in structural science components (anatomy, embryology, histology, and neuroscience) and the systems‐based modules focusing on structural science. Methods First year medical students (n=83) in a systems‐based integrated curriculum completed the Mental Rotations Test (MRT) at the beginning of the year prior to the start of anatomy to establish Vz (pre‐Vz). Students completed the MRT again at the end of the year to reassess Vz (post‐Vz). Academic performance was assessed via grades in each basic science component (anatomy, biochemistry, embryology, histology, neuroscience, and physiology) and systems‐based module (Cellular and Molecular Basis of Medicine, Tissue and Musculoskeletal System, Cardiopulmonary System, Gastrointestinal and Urinary Systems, Endocrine‐Reproductive Systems, Head and Neck and Special Senses, and Medical Neuroscience). Results A two‐tailed T‐test determined that there was a significant difference between pre‐Vz and post‐Vz (12.9±4.72; 16.0±4.85 respectively, p≤0.05). ANCOVA analysis demonstrated significant positive correlations between pre‐Vz and performance in histology (r 2 =0.117), the Cardiopulmonary module (r 2 =0.114), and the Head and Neck and Special Senses module ((r 2 =0.092), p=<0.05). Significant positive correlations were found between post‐Vz and performance in anatomy (r 2 =0.106), histology (r 2 =0.130), neuroscience (r 2 =0.114), physiology (r 2 =0.095), the Tissue and Musculoskeletal System module (r 2 =0.086), the Cardiopulmonary module (r 2 =0.131), the Gastrointestinal and Urinary module (r 2 =0.094), the Head and Neck and Special Senses module (r 2 =0.158), and the Medical Neuroscience module ((r 2 =0.050), p≤0.05). Conclusions In summary, performance in one component and two modules were positively correlated with pre‐Vz scores while performance in four components and five modules were positively correlated with post‐Vz scores. These results suggest that acquired Vz, as opposed to Vz at the beginning of the year, is associated with improved performance in the basic sciences within the first year medical curriculum. This indicates that training medical students to improve their Vz may be beneficial for medical school performance. Future studies are required to assess how Vz changes throughout the first year curriculum to determine how a change in Vz correlates with student performance within the basic sciences.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».