OBJECTIVES: Spatial ability refers to an individual's capacity to visualize and mentally manipulate 3-dimensional objects. Because sonographers manually manipulate 2- and 3-dimensional sonographic images to generate renderings of anatomic structures, it can be assumed that spatial ability is an ability determinant for understanding and producing these medical images. Using the theory of ability determinants of skilled performance as a conceptual framework, this study explored the relationship of spatial ability and learning sonographic scanning. METHODS: Beginning sonography students from 3 different types of educational institutions were administered a spatial ability test before their initial scanning laboratory course work. The students' spatial test scores were compared with their scanning competency performance scores after the first scanning competency test and then to the overall average of the competency scores for the 2 semesters. The spatial ability test was again administered after the 2-semester learning period to see whether the students' spatial ability had increased. RESULTS: A significant relationship between the students' spatial ability test scores and their scanning performance scores was found after the first scanning competency (r = 0.46; P < .05), and also when averaging all competency scores throughout the learning period (r = 0.49; P < .05). A moderate increase in the spatial ability of the students was also found (r = 0.32; P < .05). The incoming grade point average was found to be more predictive of the students' scanning scores than spatial or ACT scores. No relationship was found between spatial ability and student retention. CONCLUSIONS: High spatial test scores as well as a high incoming grade point average appear to be the best ability determinants in skill acquisition for sonographic scanning.
OBJECTIVES: Spatial ability refers to an individual's capacity to visualize and mentally manipulate 3-dimensional objects. Because sonographers manually manipulate 2- and 3-dimensional sonographic images to generate renderings of anatomic structures, it can be assumed that spatial ability is an ability determinant for understanding and producing these medical images. Using the theory of ability determinants of skilled performance as a conceptual framework, this study explored the relationship of spatial ability and learning sonographic scanning. METHODS: Beginning sonography students from 3 different types of educational institutions were administered a spatial ability test before their initial scanning laboratory course work. The students' spatial test scores were compared with their scanning competency performance scores after the first scanning competency test and then to the overall average of the competency scores for the 2 semesters. The spatial ability test was again administered after the 2-semester learning period to see whether the students' spatial ability had increased. RESULTS: A significant relationship between the students' spatial ability test scores and their scanning performance scores was found after the first scanning competency (r = 0.46; P < .05), and also when averaging all competency scores throughout the learning period (r = 0.49; P < .05). A moderate increase in the spatial ability of the students was also found (r = 0.32; P < .05). The incoming grade point average was found to be more predictive of the students' scanning scores than spatial or ACT scores. No relationship was found between spatial ability and student retention. CONCLUSIONS: High spatial test scores as well as a high incoming grade point average appear to be the best ability determinants in skill acquisition for sonographic scanning.