Cross-sectional differences in conceptual versus perceptual anatomy performance among physical therapy students.

Authors

Wanli Lei, Derek Harmon, Mitchell Wolden, Marsha Rutland, Kellee Hanigan

Published in

Medical education. Jul 14, 2026. Epub Jul 14, 2026.

Abstract

Anatomical knowledge differences after instruction have been widely reported. Conceptual (factual and clinical reasoning) and perceptual-spatial (structural identification) knowledge may differ in retention patterns, but their cross-sectional performance patterns in Doctor of Physical Therapy (DPT) anatomy education are not well defined. This study examined cross-sectional differences in both anatomy knowledge types across body regions and time, and the relationship between confidence and performance.
In a cross-sectional, multi-cohort design, 53 DPT students from a single programme were assessed at three post-instruction intervals (3, 15 and 27 months after completing a 10-week gross anatomy course). Conceptual knowledge was tested with a 30-item written multiple-choice examination; perceptual-spatial knowledge was evaluated with a 30-station practical examination using prosected specimens and bone models. Pre- and post-assessment confidence surveys were also administered.
Performance patterns diverged by assessment type. Written examination scores were lower than original course performance across all cohorts, with no significant differences between cohorts (p = 0.202). In contrast, practical identification scores demonstrated progressively lower performance across cohorts localised to the upper extremity (UE), with first-year students (M = 0.48, SD = 0.19) outperforming third-year students (M = 0.30, SD = 0.14; p = 0.013, d = 1.07). Lower limb and torso performance showed no significant differences across cohorts.
These cross-sectional findings suggest that written conceptual knowledge shows early differences that do not progressively widen, whereas perceptual-spatial identification skills, particularly in the UE, are progressively lower in cohorts further from instruction. This pattern is consistent with a region-specific vulnerability where functional instruction may not substitute for context-matched, hands-on retrieval. Longitudinal replication is needed to confirm these patterns.

PMID:
42444355
Bibliographic data and abstract were imported from PubMed on 14 Jul 2026.

Read full publication at:
Please sign in to see all details.

Stats

1-terrible, 9-excellent. How would you rate this publication? Sign in in to submit your rating.

Post a comment

You need to be signed in to post comments. You can sign in here.

Comments

There are no comments yet.