Cross-sectional differences in conceptual versus perceptual anatomy performance among physical therapy students

Area of Science:

• Anatomy Education
• Medical Education Research
• Knowledge Retention Studies

Background:

• Anatomical knowledge retention varies between conceptual and perceptual-spatial domains.
• Doctor of Physical Therapy (DPT) anatomy education requires understanding both knowledge types.
• Cross-sectional data on these knowledge types in DPT students is limited.

Purpose of the Study:

• To examine cross-sectional differences in conceptual and perceptual-spatial anatomy knowledge.
• To investigate how these knowledge types change across body regions and time post-instruction.
• To explore the relationship between student confidence and anatomy knowledge performance.

Main Methods:

• Cross-sectional study with 53 DPT students assessed at 3, 15, and 27 months post-instruction.
• Conceptual knowledge assessed via written multiple-choice exams.
• Perceptual-spatial knowledge evaluated using practical identification exams with specimens and models.

Main Results:

• Written conceptual knowledge scores remained consistent across cohorts.
• Practical identification scores declined progressively over time, particularly for the upper extremity.
• First-year students outperformed third-year students in upper extremity practical identification.

Conclusions:

• Conceptual anatomy knowledge retention is more stable than perceptual-spatial skills over time.
• Perceptual-spatial skills, especially upper extremity identification, show significant decline further from instruction.
• Region-specific vulnerabilities suggest a need for context-matched, hands-on retrieval in anatomy education.