Entry-Level Spatial and General Non-verbal Reasoning: Can These Abilities be Used as a Predictor for Anatomy...

Area of Science:

• Veterinary Medical Education
• Spatial Cognition
• Anatomy

Background:

• Growing interest exists in spatial visualization skills' impact on medical students' academic performance, particularly in radiography and anatomy.
• Limited data compares entry-level spatial skills with macroscopic anatomy performance in veterinary students within integrated curricula.

Purpose of the Study:

• To investigate the correlation between spatial visualization abilities and general non-verbal reasoning in first-year veterinary medical students.
• To explore the relationship between these cognitive skills and performance in macroscopic anatomy practical exams.

Main Methods:

• Utilized Guay's Visualization of Views Test (VVT) and Mental Rotation Test (MRT) for spatial ability.
• Employed Raven's Advanced Progressive Matrices Test (APMT) for general non-verbal reasoning.
• Administered tests to 124 first-year veterinary students before curriculum commencement.

Main Results:

• Positive correlations were found between spatial ability (VVT, MRT) and general reasoning (APMT) scores (r = +0.22 to +0.3).
• Correlations between spatial/reasoning scores and anatomy practical exam grades were inconsistent, suggesting limited or diminishing influence.
• Males scored significantly higher than females on VVT and MRT, but not APMT.

Conclusions:

• Spatial ability and general non-verbal reasoning are linked in veterinary students.
• The predictive value of spatial skills for anatomy practical performance appears limited or is overcome by curriculum progression.
• Gender differences exist in spatial ability, with males demonstrating higher scores.