The possible impact of segmenting radiological images on students’ spatial abilities

Abstract

Abstract Visuospatial ability plays a crucial role in anatomy related study success as studies have shown that students with high scores on a mental rotation test (MRT) perform better on anatomy exams. We hypothesized that segmenting anatomical structures on radiological images might impact students’ visuospatial abilities as measured by MRT scores. Second-year (bio)medical students who participated in a 10-week elective course were recruited for this study. All students completed an MRT questionnaire at the beginning of the elective course and another at the end of the elective course. During the elective course, students manually segmented radiological images (e.g., computed tomography (CT) and magnetic resonance imaging (MRI) data) to construct extended reality models. In total, twenty-eight students (17 males, 25 studied medicine) provided consent to participate in this study. A significant difference in mean pre-test scores (mean: 14.46; SD: ± 4.36) and post-test scores (mean: 17.56; SD: ± 4.57) (paired samples t-test, t(27) = −8.30, P < 0.001) was observed. Males had significantly better MRT scores, both at the pre- and at the post-test MRT. The results from this study should be interpretated with some caution due to the lack of a control group. The use of image segmentation as a teaching method to help (bio)medical students, especially those with low visuospatial insights, should be further investigated In future studies with larger cohorts and using a case–control experimental design.

Keywords

• Visuospatial insights
• Mental rotation test
• Anatomy education
• Extended reality
• Gamification
• Segmentation