Correlating Spatial Ability With Anatomy Assessment Performance: A Meta-Analysis.
anatomy performance
gross anatomy education
mental rotations test
meta-analysis
spatial abilities
Journal
Anatomical sciences education
ISSN: 1935-9780
Titre abrégé: Anat Sci Educ
Pays: United States
ID NLM: 101392205
Informations de publication
Date de publication:
May 2021
May 2021
Historique:
revised:
17
09
2020
received:
10
07
2020
accepted:
23
10
2020
pubmed:
31
10
2020
medline:
16
10
2021
entrez:
30
10
2020
Statut:
ppublish
Résumé
Interest in spatial ability has grown over the past few decades following the emergence of correlational evidence associating spatial aptitude with educational performance in the fields of science, technology, engineering, and mathematics. The research field at large and the anatomy education literature on this topic are mixed. In an attempt to generate consensus, a meta-analysis was performed to objectively summarize the effects of spatial ability on anatomy assessment performance across multiple studies and populations. Relevant studies published within the past 50 years (1969-2019) were retrieved from eight databases. Study eligibility screening was followed by a full-text review and data extraction. Use of the Mental Rotations Test (MRT) was required for study inclusion. Out of 2,450 screened records, 15 studies were meta-analyzed. Seventy-three percent of studies (11 of 15) were from the United States and Canada, and the majority (9 of 15) studied professional students. Across 15 studies and 1,245 participants, spatial ability was weakly associated with anatomy performance (r
Identifiants
pubmed: 33124194
doi: 10.1002/ase.2029
pmc: PMC9039732
mid: NIHMS1792139
doi:
Types de publication
Journal Article
Meta-Analysis
Langues
eng
Sous-ensembles de citation
IM
Pagination
317-329Subventions
Organisme : NIAMS NIH HHS
ID : T32 AR073157
Pays : United States
Informations de copyright
© 2020 American Association for Anatomy.
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