视觉记忆与空间智能与学生解剖学学业成绩的关系。

The relationship between visual memory and spatial intelligence with students' academic achievement in anatomy.

机构信息

School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran.

Department of Anatomical Sciences, School of Medicine, Isfahan university of medical sciences, Isfahan, Iran.

出版信息

BMC Med Educ. 2023 May 16;23(1):336. doi: 10.1186/s12909-023-04327-9.

DOI:10.1186/s12909-023-04327-9

PMID:37194027

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10186756/

Abstract

INTRODUCTION

Academic achievement is influenced by various factors. Spatial intelligence and visual memory are among the factors that seem to be related to learning anatomy. The aim of this study was to investigate the relationship between visual memory and spatial intelligence with students' academic achievement in anatomy.

METHODS

The present study is a descriptive cross-sectional study. All medical and dental students who had chosen anatomy courses (Semester 3 medicine and 2 dentistry) were the target population (n=240). The study tools were Jean-Louis Sellier 's visual memory test to determine visual memory and ten questions from Gardner Spatial Intelligence Questionnaire were employed to assess spatial intelligence. The tests were performed at the beginning of the semester and its relationship with the academic achievement scores of the anatomy course was examined. Data were analyzed by descriptive statistics, independent t-test, Pearson correlation and multiple linear regression.

RESULTS

Data of 148 medical students and 85 dental students were analyzed. The mean score of visual memory in medical students (17.1±5.3) was significantly higher than dental students (14.3±4.6) (P-value <0.001). But the mean score of spatial intelligence (31.5±5.9) was not significantly different between medical and dental students (31.9±4.9) (P-value=0.56). Pearson correlation coefficient showed that in medical students there was a direct relationship between visual memory score and spatial intelligence score with scores of anatomy courses (P-value<0.05). Moreover, in dental students, there was a direct relationship between the score of anatomical sciences with the score of visual memory (P-value=0.01) and the score of spatial intelligence (P-value=0.003).

CONCLUSION

The results of this study showed that there is a significant relationship between spatial intelligence and visual memory with learning anatomy and planning to enhance these characteristics can be fruitful in students. It is suggested that Visual memory and spatial intelligence should be considered for student admission, especially in the fields of medicine and dentistry.

摘要

简介

学业成绩受多种因素影响。空间智能和视觉记忆等因素似乎与学习解剖学有关。本研究旨在调查视觉记忆和空间智能与学生解剖学学业成绩的关系。

方法

本研究为描述性横断面研究。所有选择解剖学课程的医学生和牙科学（医学 3 学期和牙科学 2 学期）学生均为目标人群（n=240）。研究工具包括让·路易·塞利尔的视觉记忆测试，以确定视觉记忆，以及加德纳空间智能问卷的 10 个问题，以评估空间智能。在学期开始时进行测试，并检查其与解剖学课程学业成绩的关系。采用描述性统计、独立 t 检验、皮尔逊相关和多元线性回归进行数据分析。

结果

分析了 148 名医学生和 85 名牙科学的学生数据。医学生的视觉记忆平均得分（17.1±5.3）明显高于牙科学（14.3±4.6）（P 值<0.001）。但是医学生和牙科学的空间智能平均得分（31.5±5.9）差异无统计学意义（31.9±4.9）（P 值=0.56）。皮尔逊相关系数显示，医学生的视觉记忆得分与空间智能得分与解剖学课程成绩直接相关（P 值<0.05）。此外，牙科学学生的解剖科学成绩与视觉记忆成绩（P 值=0.01）和空间智能成绩（P 值=0.003）呈直接关系。