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Spatial abilities in an elective course of applied anatomy after a problem-based learning curriculum
Jean Langlois1, George A Wells, Marc Lecourtois
1Department of Emergency Medicine, Centre hospitalier universitaire de Sherbrooke, Quebec, Canada. jeanlanglois@rogers.com
Anatomical Sciences Education
|June 5, 2009
Summary
Residents
Area of Science:
- Medical Education
- Anatomy
- Spatial Cognition
Background:
- Problem-based learning (PBL) curricula may impact anatomy knowledge acquisition.
- Spatial anatomy, a critical component, is linked to spatial abilities.
- Concerns exist regarding the depth of anatomy knowledge post-PBL.
Purpose of the Study:
- To assess resident interest in an applied anatomy course following a PBL curriculum.
- To investigate if innate spatial abilities influence this interest.
- To understand the drivers behind resident enrollment in applied anatomy.
Main Methods:
- Prospective study involving 59 residents.
- Administered Vandenberg and Kuse Mental Rotations Test (MRT A and MRT C) to measure spatial abilities.
- Surveyed residents on interest in an elective applied anatomy course.
Main Results:
- 25 residents expressed a need for greater anatomy knowledge.
- No significant difference in spatial ability scores (MRT A, MRT C) between those who chose and did not choose the applied anatomy course.
- Significant differences in course selection rates across residency programs (P < 0.0001).
Conclusions:
- Resident interest in applied anatomy was primarily driven by perceived training needs, not innate spatial abilities.
- Spatial abilities do not appear to be the primary determinant for pursuing advanced anatomy study post-PBL.
- Further research is needed to explore the relationship between spatial abilities and learning spatial anatomy.
