Can Drawing Instruction Help Students with Low Visuospatial Ability in Learning Anatomy?

Autor/inn/en	Ritchie, Helen E.; Oakes, Diana; Drury, Helen; Ollerenshaw, Suzanne; Hegedus, Elizabeth
Titel	Can Drawing Instruction Help Students with Low Visuospatial Ability in Learning Anatomy?
Quelle	In: Anatomical Sciences Education, 16 (2023) 2, S.252-265 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ritchie, Helen E.) ORCID (Oakes, Diana) ORCID (Hegedus, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2230
Schlagwörter	Spatial Ability; Anatomy; Freehand Drawing; Teaching Methods; Program Effectiveness; Tests; Correlation; Scores; Speech Language Pathology; Training; Student Attitudes; Vandenberg Mental Rotations Test + Suchen Sie Ihr Suchwort? Räumliches Vorstellungsvermögen; Anatomie; Drawing; Zeichnen; Teaching method; Lehrmethode; Unterrichtsmethode; Examination; Prüfung; Examen; Korrelation; Ausbildung; Schülerverhalten
Abstract	Visuospatial skills are considered important attributes when learning anatomy and there is evidence suggesting that this ability can be improved with training techniques including drawing. The Mental Rotations Test (MRT) has been routinely used to assess visuospatial ability. This study aimed to introduce students to drawing as a learning strategy for anatomy. Undergraduate speech science anatomy students took part in a drawing tutorial (n = 92), completed an MRT test, pre- and post-tutorial tests, and surveys regarding their use and attitudes toward drawing as a study tool. The impact on their examination performance was then assessed. Regardless of MRT score or attitude to drawing, students who participated in the drawing tutorial demonstrated immediate improvement in post-tutorial test scores. Students in the drawing group performed better in most anatomy components of the examination, but the result did not reach statistical significance. There was only a positive correlation between MRT score and one type of anatomy question (non-image-based) and speech physics questions (r = 0.315, p = 0.002). The unexpected finding may relate to the MRT which assesses spatial rather than object visualization skills. Students who liked drawing also performed significantly better in word-based and speech physics questions. It is likely that the style of identification question did not require the mental manipulation ability assessed in the MRT. This study demonstrated that students with lower MRT scores are not outperformed in all aspects of anatomy assessment. The study highlights the importance of a more nuanced understanding of visuospatial skills required in anatomy. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01