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

BACKGROUND

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.

METHODS

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.

RESULTS

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.

CONCLUSIONS

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.