Predictive Factors of Academic Success in Neuromusculoskeletal Anatomy among Doctor of Physical Therapy Students

Autor/inn/en	Harmon, Derek J.; Attardi, Stefanie M.; Waite, Jordan G.; Topp, Kimberly S.; Smoot, Betty J.; Farkas, Gary J.
Titel	Predictive Factors of Academic Success in Neuromusculoskeletal Anatomy among Doctor of Physical Therapy Students
Quelle	In: Anatomical Sciences Education, 16 (2023) 2, S.323-333 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harmon, Derek J.) ORCID (Attardi, Stefanie M.) ORCID (Farkas, Gary J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2202
Schlagwörter	Predictor Variables; Academic Achievement; Anatomy; Physical Therapy; Allied Health Occupations Education; Allied Health Personnel; Graduate Students; Gender Differences; Spatial Ability; Anxiety; Coping; Learning and Study Strategies Inventory; Vandenberg Mental Rotations Test + Suchen Sie Ihr Suchwort? Prädiktor; Schulleistung; Anatomie; Physiotherapie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Geschlechterkonflikt; Räumliches Vorstellungsvermögen; Angst; Bewältigung
Abstract	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. (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