The Correlation of Cognitive and Psychomotor Performance on the CRD test series and Academic Achievement in Medical Students

Cilj istraživanja: Cilj ovog istraživanja je utvrditi postoji li povezanost između kognitivnih i psihomotornih sposobnosti ispitanih testovima CRD serije i akademskog uspjeha u studenata medicine, te procijeniti razlike u akademskom uspjehu i kognitivnim sposobnostima muškaraca i žena. Materijali i metode: U ovom istraživanju sudjelovalo je 270 ispitanika, 89 muškaraca i 181 žena, dobi između 20 i 25 godina. Ispitanici su rješavali tri reprezentativna testa CRD serije koji se temelje na kronometriji, i to od najjednostavnijih do najsloženijih: CRD311 (test diskriminacije položaja svjetlosnog signala), CRD411 (test kompleksne psihomotorne koordinacije) i CRD11 (test rješavanja jednostavnih aritmetičkih operacija). Od rezultata postignutim na testovima analizirani su ukupno vrijeme rješavanja testa (UKT), najkraće vrijeme rješavanja jednog zadatka (MinT), medijan vremena za rješavanje zadataka (MedT), ukupni balast (UB), početni balast (SB; izgubljeno vrijeme u prvoj polovici testa), završni balast (EB; izgubljeno vrijeme u drugoj polovici testa), te broj pogrešaka na testu (BrPog). Ispisi ocjena temeljem kojih je računat akademski uspjeh studenata prikupljeni su iz studentske referade. Rezultati: Postoji korelacija između akademskog uspjeha i rezultata postignutih na testu CRD11 na način da je bolji akademski uspjeh povezan s kraćim UKT-om (r = -0,13, P = 0,037), kraćim izgubljenim vremenom tijekom rješavanja testa (UB: r = -0,15, P = 0,017 i SB: r = -0,16, P = 0,011) i manjim BrPog-a (r = -0,2, P = 0,001). Na testu CRD411, postojala je statistički značajna pozitivna korelacija između akademskog uspjeha i MinT-a (r = 0,13, P = 0,026). Muškarci su imali bolje rezultate na svim korištenim testovima CRD serije: bili su brži i manje su vremena gubili tijekom rješavanja testova, te su imali manje pogrešaka. S druge strane, žene su imale bolji sveukupni prosjek ocjena na kraju studija nego muškarci (4,20 ± 0,33 s vs. 4,11 ± 0,35 s, P = 0,047), te bolje akademske uspjehe u ukupno 2 pretklinička i 13 kliničkih predmeta. Zaključak: Ovo istraživanje pokazalo je da postoji povezanost između akademskog uspjeha i kognitivnih sposobnosti studenata medicine. Studenti koji su imali veću mentalnu izdržljivost, veću stabilnost i bolju pozornost tijekom rješavanja zadataka testa CRD11, koji mjeri konvergentno razmišljanje i opću sposobnost djelovanja u problemskim situacijama, su imali bolji akademski uspjeh.Objective: The objective of this study was to examine correlation between cognitive and psychomotor performance on CRD test series and academic ahievement in medical students, as well as, to assess differences in academic achievement and cognitive abilities between men and women. Material and methods: In this research there were 270 subjects, of which 89 men and 181 women, 20 to 25 years old. The subjects solved three representative tests of the CRD series, from the simplest to the most complex: CRD311 (light signal location discrimination test), CRD411 (complex psychomotor coordination test) and CRD11 (test of solving simple arithmetic operations). Analyzed variables were total test solving time (UKT), shortest time for solving a single task (MinT), median of test solving time (MedT), total ballast (UB), starting ballast (SB; time lost during the first half of the test), ending ballast (EB; time lost during the secod half of the test) and number of errors (BrPog). The data of students' academic achievement were collected from the student office. Results: There was a correlation between academic achievement and the results achieved on CRD11 test, showing that higher academic acchievement is correlated to shorter UKT (r = -0.13, P = 0.037), shorter time lost during test solving (UB: r = -0.15, P = 0.017 and SB: r = -0.16, P = 0.011), and less BrPog (r = -0.2, P = 0.001). In the CRD411 test, there was a statistically significant positive correlation between academic achievement and MinT (r = 0.13, P = 0.026). Men achieved better results on all CRD tests: they were faster and they lost less time during test solving, and had less mistakes. On the other hand, women had better overall grade upon finishing the medical school then men (4.20 ± 0.33 s vs. 4.11 ± 0.35 s, P = 0.047), and better academic achievement in 2 preclinical and 13 clinical courses. Conclusion: This study showed that there is a connection between academic achievement and cognitive abilities in medical students. Students that had better mental endurance, more stability and better attention during solving CRD11 test, that measures convergent thinking and general ability to act in problem situations, had better academic achievement