Abstract:
Introduction Anatomy teaching and learning for medical imaging, as with other medical and health science professions, encompasses the ability to identify and describe three dimensional relationships of anatomical structures, termed anatomical spatial proficiency. Background The Medical Imaging Technologist (MIT), professionally also identified as a radiographer, is responsible for producing quality imaging that minimises the potential for diagnostic error. The MIT is required to correctly position the patient and anatomical area of interest. This positioning expertise and subsequent critical evaluation of images requires mental visualisation of anatomical structures and the ability to appreciate spatial relationships of the anatomy imaged. Literature Review As early as 1977 it was suggested that psychological testing during the medical imaging student selection process include spatial ability. More recently the UK Health and Care Professions Council included proficiency for radiographers “to be able to demonstrate spatial awareness, visual precision” (2013, p.16). To date no such testing occurs. There is now, however, a growing body of related research within medical imaging, particularly in the discipline of sonography. Recommendations continue that educators are aware and understand the implications of a lack of visual spatial ability for students’ anatomy learning and application of their anatomical knowledge. Conclusion Not only does spatial ability improve anatomy learning, research reviewed from the literature to be discussed shows that the study of anatomy can improve spatial ability, a two-way benefit. Identification of students for whom additional educational support might improve visual spatial proficiency is likely to lead to improved anatomy knowledge and imaging performance.
