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An investigation of the relationship between the laparoscopic box trainer score and timed practical anatomy score of pre-clinical medical students

Authors

David R Williams*
William L E Malins
Gabrielle M Finn

Theme

Basic Sciences and Clinical Integration

INSTITUTION

Durham University, School of Medicine, Pharmacy and Health

Background

Visuospatial cognitive ability has been shown to be a predictive indicator of an individual’s aptitude for comprehending gross anatomy as well as effectively performing laparoscopic box trainer tasks. Psychomotor skills, essential in manipulating visual images are also key to the conceptual understanding of clinically relevant anatomical configurations (1).

This study explored the relationship between a student’s performance on a laparoscopic box trainer and their timed practical anatomy exam score to ascertain whether there was a link.

Summary of Work

Quantitative assessment of first (n=19) and second year (n=32) medical students was achieved during a timed exercise on a laparoscopic box trainer. These results were then correlated against each students timed practical anatomy result from their end of year exam. Due to a difference in nature of each cohort's timed practical anatomy exam, the data was analysed separately.

Summary of Results

There was significant negative correlation between the first year’s laparoscopic box trainer score and their timed practical exam time (r=-0.695,p=0.001). However, there was no such relationship with the second year’s results (r=0.323,p=0.71).

Conclusion

This data indicates that the relationship discovered in the first year’s grades signifies that those who completed the laparoscopic box trainer task in a shorter time period also faired better in their anatomy exam. The lack of a significant relationship in the second year’s results could be due to a change in exam style with a greater proportion of plastic models used in questions when compared to that of the first year’s exam.

Figure 1: Relationship between box trainer performance and anatomy exam score of first year medical students

Despite a relatively underpowered test, this data indicates that a vast range of abilities are found within each cohort of students but importantly does hint at a deeper relationship that should be studied further.

Take-home Messages

With the innate comprehension of anatomy being fundamental to the majority of medical specialties, the early identification of a student's ability to understand anatomy could help them focus on potential areas of weakness in their education. Furthermore, by guiding teaching decisions and providing early focused support, teaching faculties could enhance the ability of their student's to comprehend these topics.

References

Lufler RS,Zumwalt AC,Romney CA,Hoagland TM.2012.Effect of visual-spatial ability on medical students' performance in a gross anatomy course. Anat Sci Educ 5:3–9.