Predictive factors of academic success in neuromusculoskeletal anatomy among doctor of physical therapy students.
examination
gross anatomy education
learning and study strategies
physical therapy education
predictors of academic success
undergraduate education
visual-spatial reasoning
Journal
Anatomical sciences education
ISSN: 1935-9780
Titre abrégé: Anat Sci Educ
Pays: United States
ID NLM: 101392205
Informations de publication
Date de publication:
Mar 2023
Mar 2023
Historique:
revised:
23
05
2022
received:
29
04
2021
accepted:
29
05
2022
pubmed:
3
6
2022
medline:
3
3
2023
entrez:
2
6
2022
Statut:
ppublish
Résumé
Predictors of academic success in anatomy have been studied, but not in Doctor of Physical Therapy (DPT) students. The objectives of this study were to (1) explore predictors of academic success in a DPT anatomy course, (2) evaluate sex-based differences in the predictors of academic success and their influence on anatomy course grade, and (3) investigate the influence of the DPT anatomy course on visual-spatial ability. Forty-nine DPT students completed a demographic questionnaire, Learning and Study Strategies Inventory (LASSI), and Mental Rotations Test (MRT) before the ten-week anatomy course (MRT-1) and repeated the MRT at the end of the course (MRT-2). Anatomy course grade was determined based on quizzes and written and practical examinations. Multiple regression analysis showed significant associations between the predictor variables age (p = 0.010) and the LASSI anxiety subscale (p = 0.017), which measures anxiety coping, with the anatomy course grade. On the MRT-1, male DPT students attempted and correctly answered more questions than females (both, p < 0.0001). Female students had higher LASSI self-regulation and use of academic resources subscale scores (both, p < 0.05). In the 44 DPT students that completed the MRT-2, the number of correct and attempted responses increased following the anatomy course (p < 0.0001). Age and anxiety coping, but not sex, are predictors of anatomy course grades in DPT students. Mental rotations test scores improved following the anatomy course. The LASSI should be used in other cohorts to identify students with low anxiety subscale scores in order to provide targeted support.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
323-333Informations de copyright
© 2022 American Association for Anatomy.
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