The Effect of Spatial Ability on Speed and Accuracy of Identifying Anatomical Structures (344.3)

Abstract

We examined the effect of spatial ability (SA) on accuracy and efficiency in identifying anatomical structures. Thirty‐three undergraduate students with majors in biology, nursing, exercise science, and psychology participated in the study. Students with previous exposure to cadavers and persons with sensitivity to formaldehyde were excluded. Participants completed two tests of SA; the Santa Barbara Solids and the Visualization of Views Tests. Subjects were assigned to high (HiSA) and low (LoSA) groups based on their scores. The participants were then asked to identify structures highlighted on a two‐dimensional image by placing numbered pins on a prosection. Participants were timed, but were not aware of this. On completion, the accuracy of pin placement was determined by two researchers. MANCOVA was utilized to assess the effect of SA on accuracy and speed of identification of structures. Previous experience in a human anatomy course (non‐dissection) was used as a covariate. This variable did not have a significant effect on students' performances. SA, however, was found to have a significant effect. Univariate tests were calculated to determine which of the two variables was affected by SA. The results indicated that the HiSA group scored higher (p = 0.22) on identification with a mean score of 9.39 (CI95, 8.64, 10.13) as compared to the LoSA group with a mean score of 8.07 (CI95, 7.25, 8.89). There was no significant difference between groups on the time required to complete the task (p = 0.726). The findings suggest that students with higher spatial abilities are better at using two‐dimensional images to recognize anatomical structures. Determination of SA may help in identifying students with LoSA and altering instruction to enhance their learning.