Exploring spatial understanding and cognitive load using ultrasound in learning cardiac anatomy: A pilot study

Area of Science:

• Medical Education
• Anatomy
• Diagnostic Imaging

Background:

• Traditional anatomy teaching lacks objective efficacy data for ultrasound (US).
• Existing research often relies on student perceptions, not performance outcomes.
• The impact of US on spatial understanding (SU) and cognitive load (CL) in anatomy education is underexplored.

Purpose of the Study:

• To objectively assess the efficacy of ultrasound (US) in enhancing anatomy education.
• To evaluate the effect of US training on students' spatial understanding (SU).
• To analyze the cognitive load (CL) experienced by students during US-based anatomy learning.

Main Methods:

• A study involving 31 students assessed spatial understanding (SU) and cardiovascular system (CVS) anatomy knowledge before and after an US session.
• The session included an introduction to US physics, practical demonstrations, and hands-on cardiac anatomy practice.
• Cognitive load (CL) was measured using a standardized questionnaire post-session.

Main Results:

• Cardiovascular system (CVS) anatomy knowledge increased by 11.33% (p < 0.05).
• Spatial understanding (SU) scores improved significantly, from 65.71% to 81.04% (p < 0.05).
• Students reported high perceived learning (germane load) and low distraction (extraneous load), indicating effective cognitive load management.

Conclusions:

• Ultrasound (US) training is an effective method for improving anatomy knowledge and spatial understanding (SU).
• US-based anatomy instruction appears to manage cognitive load (CL) effectively, enhancing the learning experience.
• Ultrasound (US) holds significant potential to improve anatomy education outcomes and prepare students for clinical practice.