Harmon Derek J, Attardi Stefanie M, Waite Jordan G, Topp Kimberly S, Smoot Betty J, Farkas Gary J
Department of Anatomy, University of California San Francisco, San Francisco, California, USA.
Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, Michigan, USA.
Anat Sci Educ. 2023 Mar;16(2):323-333. doi: 10.1002/ase.2202. Epub 2022 Jun 20.
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.
已有研究探讨了解剖学学业成功的预测因素，但针对物理治疗博士（DPT）学生的相关研究尚未开展。本研究的目的是：（1）探究DPT解剖学课程学业成功的预测因素；（2）评估学业成功预测因素中的性别差异及其对解剖学课程成绩的影响；（3）调查DPT解剖学课程对视觉空间能力的影响。49名DPT学生在为期十周的解剖学课程开始前（MRT-1）完成了一份人口统计学调查问卷、学习与学习策略量表（LASSI）和心理旋转测试（MRT），并在课程结束时再次进行了MRT（MRT-2）。解剖学课程成绩根据测验、笔试和实践考试来确定。多元回归分析表明，预测变量年龄（p = 0.010）和LASSI焦虑分量表（p = 0.017，用于测量焦虑应对）与解剖学课程成绩之间存在显著关联。在MRT-1中，男性DPT学生尝试并正确回答的问题比女性更多（均为p < 0.0001）。女性学生的LASSI自我调节和学术资源利用分量表得分更高（均为p < 0.05）。在完成MRT-2的44名DPT学生中，解剖学课程结束后，正确和尝试回答的问题数量有所增加（p < 0.0001）。年龄和焦虑应对是DPT学生解剖学课程成绩的预测因素，而非性别。解剖学课程结束后，心理旋转测试成绩有所提高。应在其他群体中使用LASSI来识别焦虑分量表得分较低的学生，以便提供有针对性的支持。
