Effect of Interventions on Spatial Abilities in the Field of Technical Skills in Health Care: A Systematic Review
Bibliographic record
Abstract
Objective Spatial abilities have been correlated to anatomy knowledge assessment using practical examinations, 3D‐synthesis from 2D‐views, drawing of views, and cross‐sections in a previous systematic review. Spatial abilities have also been correlated in a systematic review to technical skills performance in health care in novices and intermediate learners. Evidence has been found for improvement of spatial abilities in the field of anatomy education using instruction in anatomy and mental rotations training in a systematic review. The objective of this study was to conduct a systematic review of the effect of interventions on spatial abilities in the field of technical skills in health care. Methods A literature search was conducted up to November 14, 2017 in Scopus and in several databases on EBSCOhost platform (Medline with Full Text, Cinahl Plus with Full Text, ERIC, Education Source and PsycInfo). Citations were obtained, articles related to retained citations were reviewed and a final list of included studies was identified. Methods in the field of technical skills relating an intervention to spatial abilities test scores between intervention groups or obtained before and after the intervention were identified as eligible. The quality of included studies was assessed and data were extracted in a systematic way. Results A series of 5513 citations was obtained. Ninety‐nine articles were retained and fully reviewed, yielding four included studies. A two‐semester learning period of abdominal sonography was found to increase the Revised Minnesota Paper Form Board Test score (p < 0.05). No difference in the Hidden Figure Test score after one year was observed after residency training in General Surgery of at least nine months. A first‐year dental curriculum was not found to elevate the Novel Object Cross‐Sections Test score (p = 0.07). A hands‐on radiology course using interactive three‐dimensional image post‐processing software consisting of seven two‐hour long seminars on a weekly basis was found to amplify the Cube Perspective Test score (p < 0.001). A meta‐analysis was not possible because of inconsistent reporting of statistical results for spatial abilities test score. Conclusion Spatial abilities tests scores were enhanced by courses in sonography and hands‐on radiology, but were not improved by residency training in General Surgery and first‐year dental curriculum. Enhancements of spatial abilities in the field of technical skills in health care found in this study were similar to those observed in the field of anatomy education using instruction in anatomy. Specific courses will need to be compared in the future to general curriculum for the malleability of spatial abilities. Instruction in anatomy and courses of technical skills will also need to be compared as related to spatial abilities. Support or Funding Information Funding source: none This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".