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Exploring spatial understanding and cognitive load using ultrasound in learning cardiac anatomy: A pilot study

Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Although ultrasound (US) appears to complement traditional anatomy teaching, limited objective data exist on its efficacy. Existing literature often relies on student perceptions rather than performance-based outcomes. Additionally, the role of spatial understanding (SU)-the ability to mentally manipulate and interpret 3D anatomical relationships-and cognitive load (CL)-the mental effort required to learn-remains underexplored in the context of US-based instruction. The study consisted of three parts, with assessments before and after the US session. Prior to the session, students completed two paper-based tests on SU and cardiovascular system (CVS) anatomy. During the session, cardiac anatomy was explored through an introduction to US physics, a practical demonstration, and hands-on practice. Post-session, SU and CVS knowledge were reassessed, and participants completed a CL Scale Questionnaire. Thirty-one students participated in the study. Pre- and post-testing of CVS anatomy knowledge showed a mean increase of 11.33% (p < 0.05), while participants' mean SU scores improved from 65.71% to 81.04% (p < 0.05). The highest student rating on the CL Scale was observed when measuring the germane load, specifically the item assessing perceived learning (8.55 ± 1.31), while the lowest rating was reported for measurement of extraneous load, particularly the item assessing distractions (1.23 ± 1.61). This study provided insightful reports on the efficacy of US on SU and CL in anatomy education, showing its potential to improve learning outcomes and prepare students for clinical practice.
DOI: 10.1002/ase.70118
Language: English
Open Access status: hybrid
Estimated APC paid: $4,100
OpenAlex ID: W4414081575
FWCI: 0.708
Cites: 65
Cited by: 3
Related to: 10