119 - Relationship Between LASSI Scores and Performance in Human Anatomy Courses in a Doctor of Physical Therapy Program

Poster Board Number: 119
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Odd poster #s – first hour
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Co-authors:

Tricia Prokop, PT, EdD, MS, CSCS - Associate Clinical Professor, School of Physical Therapy, Bowling Green State University

Abstract Body :The Learning and Study Strategies Inventory (LASSI) examines affective skills related to learning. Correlations are reported between LASSI subscales and academic performance in various disciplines, including anatomical sciences; however, there is a paucity of research with Doctor of Physical Therapy (DPT) students. This study aims to explore the relationship between LASSI scores and exam performance in the human anatomy courses in a DPT program. The LASSI is a 60-item, self-report survey made up of 10 subscales grouped into 3 components: Skill, Will, Self-Regulation. Data from 168 students in 2 consecutive cohorts (n=96 and 72, respectively) enrolled in a DPT program were analyzed. To achieve the aim of the study, relationships between written exam and LASSI for Learning Online scores were evaluated using Pearson’s correlation, univariate Analyses of Variance (ANOVAs), multivariable regression, and Receiver Operating Characteristic (ROC) curve analyses. Significance was set a priori at α = 0.05.Of the 168 exam grades, the mean exam grade was 80.4 (SD 9.8), resulting in 37 As, 61 Bs, 46 Cs, 20 Ds, and 4 Fs. Failing grades (n=4) were excluded from the analysis. Of the component scores, only skill (r=0.226) was correlated with exam grades. Among subscales, anxiety (r=0.247), selecting main ideas (r=0.2), test strategies (r=0.247), and using academic resources (r=-0.222) were correlated with exam grades; while the component score skill (r=0.226) was correlated. Among subscales, selecting main ideas (p=0.006), test strategies (p=0.013), anxiety (p=0.045), and using academic resources (p=0.013) demonstrated significant univariate relationships with exam grades; while skill (p=0.020) was the only significant component score. Multivariable regression identified the component score of skill (ϐ=0.32; p=0.004) to have a significant positive relationship with exam scores. ROC curves were not significant (all AUC < 0.65) for subscales or component scores for their ability to identify a cut score for successful exam performance.Skill and its subscales have the strongest relationships, albeit weak, to exam performance in human anatomy courses in a DPT program. This component consists of subscales information processing, selecting main ideas, and test strategies. Authors recommend further investigation into this component of the LASSI, as students lacking these skills may be at risk for poor exam scores in anatomy courses. Early identification may inform targeted early interventions to support success and retention of DPT students. These results provide a platform for future research related to learning and study strategies related to academic success of DPT students in anatomy courses.