Predictors of Performance in Anatomical Sciences Courses: What Really Matters?

Abstract

The purpose of this study is to determine if factors previously related to learning in medical school courses predict performance in anatomical sciences courses. Data was collected from first‐year medical students at Tufts University School of Medicine (N= 119). A survey, Mental Rotations Test, and VARK learning preferences inventory were given to students at the beginning of year 1. Course scores were collected at the end of Year 1. Predictor variables included: gender, age, learning style, visual‐spatial ability, MCAT score, and undergraduate major. Outcome variables include final course scores in clinical anatomy (A), head and neck anatomy (HNA), neuroscience (N), and tissue and organ biology (TOB). Statistical analyses were performed using linear regression and standardized beta estimates (relative predictive value of each predictor) were calculated. MCAT scores were predictive of performance in all anatomical sciences courses (A β=0.28, p=0.002; HNA β =0.21, p=0.02; N β =0.31, p=0.001; TOB β =0.30, p=0.002). MRT scores were predictive of performance in HNA but no other courses (HNA β=0.21, p=0.04; A β=0.14, p=0.14; N β=0.04, p=0.7; TOB β=0.05, p=0.6). Other predictors were not significantly predictive of performance in any course. These results demonstrate that although previous studies relate the above predictors to performance in medical courses, only MCAT was consistently predictive of scores in the anatomical sciences.Grant Funding Source : None