Correlating Spatial Ability With Anatomy Assessment Performance: A Meta-Analysis.
Correlating Spatial Ability With Anatomy Assessment Performance: A Meta-Analysis.
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DOI：
10.1002/ase.2029
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发表时间：
2021-05
影响因子：
7.3
通讯作者：
Wilson, Adam B.
中科院分区：
文献类型：
--
作者：
Roach, Victoria A.;Mi, Misa;Mussell, Jason;Van Nuland, Sonya E.;Lufler, Rebecca S.;DeVeau, Kathryn M.;Dunham, Stacey M.;Husmann, Polly;Herriott, Hannah L.;Edwards, Danielle N.;Doubleday, Alison F.;Wilson, Brittany M.;Wilson, Adam B.
关键词：
在过去的几十年里，随着空间能力与科学、技术、工程和数学领域的教育表现之间的相关性证据的出现，人们对空间能力的兴趣不断增长。关于这个主题的研究领域和解剖学教育文献是混合的。为了达成共识，进行了一项荟萃分析，以客观总结多项研究和人群中空间能力对解剖结构评估性能的影响。从8个数据库中检索了过去50年（1969-2019）发表的相关研究。研究资格筛选后进行全文审查和数据提取。研究入选需要使用心理旋转测试（MRT）。在2，450份筛选记录中，对15项研究进行了荟萃分析。73%的研究（15项中的11项）来自美国和加拿大，大多数（15项中的9项）研究专业学生。在15项研究和1，245名参与者中，空间能力与解剖性能弱相关（rpooled = 0.240; 95% CI = 0.09，0.38; p = 0.002）。基于空间和关系的评估（即，实际评估和绘图任务）与空间能力相关，而使用非空间多项选择题的评估表现与空间能力无关。还观察到一个显着的性别差异，其中男性优于女性的空间能力的任务。考虑到空间和非空间推理在学习解剖学中的作用，鼓励教育工作者考虑修改课程设置和全面的评估策略，以免使空间能力低的人处于不利地位。
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 U.S. 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 (rpooled = 0.240; CI at 95% = 0.09, 0.38; p = 0.002). Performance on spatial and relationship-based assessments (i.e., practical assessments and drawing tasks) was correlated with spatial ability, while performance on assessments utilizing non-spatial multiple-choice items was not correlated with spatial ability. A significant sex difference was also observed, wherein males outperformed females on spatial ability tasks. Given the role of spatial and non-spatial reasoning in learning anatomy, educators are encouraged to consider curriculum delivery modifications and a comprehensive assessment strategy so as not to disadvantage individuals with low spatial ability.
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影响因子：
10.1
作者：
Castro-Alonso, Juan C.;Wong, Mona;Paas, Fred
通讯作者：
Paas, Fred
影响因子：
1.9
作者：
Duval, S;Tweedie, R
通讯作者：
Tweedie, R
DOI：
10.1016/0197-2456(86)90046-2
发表时间：
1986-09-01
期刊：
CONTROLLED CLINICAL TRIALS
影响因子：
--
作者：
DERSIMONIAN, R;LAIRD, N
通讯作者：
LAIRD, N
影响因子：
7.3
作者：
Cui, Dongmei;Wilson, Timothy D.;Lynch, James C.
通讯作者：
Lynch, James C.
影响因子：
12
作者：
de Koning, Bjorn B.;Tabbers, Huib K.;Paas, Fred
通讯作者：
Paas, Fred