Spatial abilities of medical graduates and choice of residency programs

Langlois, J; Wells, George A.; Lecourtois, Marc; Bergeron, Germain; Yetisir, Elizabeth; Martín, Marcel

doi:10.1002/ase.1453

Cited by 28 publications

(26 citation statements)

References 73 publications

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“…They required participants to use some forms of mental rotation processing, and/or to spatially manipulate and transform representations of the 3D scapula structure. This is consistent with previous studies (e.g., Rochford, 1985;Garg et al, 2001Garg et al, , 2002Guillot et al, 2007;Langlois et al, 2015) that have underlined the MRT as a good predictor of success in learning anatomy.…”

Section: Does Learning Functional Anatomy Of a Structure And Its Assosupporting

confidence: 93%

“…In the former case, the interplay between the MRT scores and presentation formats sheds light on the role of the spatial relation ability during the visualization processing. In the latter case, the predicting role of the MRT scores for successful anatomy performance replicated evidence provided by numerous studies relevant to the literature in the anatomy domain (e.g., Rochford, 1985;Garg et al, 2001Garg et al, , 2002Guillot et al, 2007;Langlois et al, 2015).…”

Section: Does Learning Functional Anatomy Of a Structure And Its Assosupporting

confidence: 66%

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How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models

Berney

Bétrancourt

Molinari

et al. 2015

Anatomical Sciences Ed

132

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The emergence of dynamic visualizations of three-dimensional (3D) models in anatomy curricula may be an adequate solution for spatial difficulties encountered with traditional static learning, as they provide direct visualization of change throughout the viewpoints. However, little research has explored the interplay between learning material presentation formats, spatial abilities, and anatomical tasks. First, to understand the cognitive challenges a novice learner would be faced with when first exposed to 3D anatomical content, a six-step cognitive task analysis was developed. Following this, an experimental study was conducted to explore how presentation formats (dynamic vs. static visualizations) support learning of functional anatomy, and affect subsequent anatomical tasks derived from the cognitive task analysis. A second aim was to investigate the interplay between spatial abilities (spatial visualization and spatial relation) and presentation formats when the functional anatomy of a 3D scapula and the associated shoulder flexion movement are learned. Findings showed no main effect of the presentation formats on performances, but revealed the predictive influence of spatial visualization and spatial relation abilities on performance. However, an interesting interaction between presentation formats and spatial relation ability for a specific anatomical task was found. This result highlighted the influence of presentation formats when spatial abilities are involved as well as the differentiated influence of spatial abilities on anatomical tasks.

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Section: Does Learning Functional Anatomy Of a Structure And Its Assosupporting

confidence: 93%

Section: Does Learning Functional Anatomy Of a Structure And Its Assosupporting

confidence: 66%

How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models

Berney

Bétrancourt

Molinari

et al. 2015

Anatomical Sciences Ed

132

View full text Add to dashboard Cite

show abstract

“…This study demonstrated that a high-resolution 3D digital platform with a full-size, virtual liver and gallbladder is an appropriate resource for teaching anatomy in Medicine. This statement -supported by other studies in the literature 14,15 -is supported by the fact that the virtual anatomical table was able to provide the information to the medical student as well as a formalin-preserved real liver. This finding is demonstrated because both groups increased their knowledge from the baseline.…”

Section: Discussionsupporting

confidence: 63%

Aprendizado da Anatomia Hepatobiliar pela Mesa Anatômica Virtual 3D

Rosa

Correia

Zidde

et al. 2019

Rev. bras. educ. med.

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Objective to evaluate the effectiveness of the 3D virtual anatomical table as a complementary resource to the learning of the hepatobiliary anatomy by undergraduate medical students. Method A randomized controlled study comparing the anatomical learning of hepatobiliary structures, supported by a real model versus a virtual model, both three-dimensional (3D), by undergraduate medical students. The students’ perception of the resources used to teach anatomy was also evaluated. The students were submitted to a pre-test and to two evaluations after the interventions were applied. Results Overall, both the 3D virtual anatomical table and the real liver increased students’ knowledge of the hepatobiliary anatomy in relation to their previous knowledge (p = 0.001 and p = 0.01, respectively for second and third evaluations). In the longitudinal comparison between the pre-test and the second evaluation (hepatobiliary anatomy and Couinaud’s segmentation), this increase was significantly higher in the group allocated to the real liver (p = 0.002); in the comparison of the pre-test with the third evaluation (inclusion of adjacent organs in the anatomical table or in the real liver), the increase in knowledge was significantly higher in the group allocated to the anatomical table (p = 0.04). The perception of participants’ satisfaction regarding the learning resources was considered very good, with a minimum percentage of satisfaction of 80%. Conclusion the 3D virtual anatomical table provided more hepatobiliary anatomy knowledge than a real liver for undergraduate medical students, in comparison to their previous knowledge about these structures. In the cross-sectional comparison of the post-instruction evaluations, there was no difference between the two interventions. Moreover, the 3D platform had a positive impact on the level of satisfaction of study participants. This study shows that the 3D virtual anatomical table has the potential to improve both medical students’ understanding and interest in anatomy. It is recommended, however, that future protocols such as this be carried out with larger samples and exploring other anatomical structures.

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“…In particular, the introduction of cone‐beam computerized tomography in practice has increased the need for the development of pedagogical elements dealing with the 3D representation and interpretation of anatomical and dental structures. Anatomy textbooks and atlases provide limited benefit with regards to 3D visualization of structures as they present static 2D images (Langlois et al, ). The visual‐spatial ability to mentally manipulate a 3D structure and recognize its features is becoming increasingly important as time with appropriate anatomical models is reduced and reliance on 2D images is increased (Azer and Azer, ).…”

Section: Discussionmentioning

confidence: 99%

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

Lone

Vagg

Theocharopoulos

et al. 2018

Anatomical Sciences Ed

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Tooth morphology has a pivotal role in the dental curriculum and provides one of the important foundations of clinical practice. To supplement tooth morphology teaching a three‐dimensional (3D) quiz application (app) was developed. The 3D resource enables students to study tooth morphology actively by selecting teeth from an interactive quiz, modify their viewpoint and level of zoom. Additionally, students are able to rotate the tooth to obtain a 3D spatial understanding of the different surfaces of the tooth. A cross‐over study was designed to allow comparison of students’ results after studying with the new application or traditionally with extracted/model teeth. Data show that the app provides an efficient learning tool and that students’ scores improve with usage (18% increase over three weeks, P < 0.001). Data also show that student assessment scores were correlated with scores obtained while using the app but were not influenced by the teaching modality initially accessed (r2 = 0.175, P < 0.01). Comparison of the 2016 and 2017 class performance shows that the class that had access to the app performed significantly better on their final tooth morphology assessment (68.0% ±15.0 vs. 75.3% ±13.4, P < 0.01). Furthermore, students reported that the 3D application was intuitive, provided useful feedback, presented the key features of the teeth, and assisted in learning tooth morphology. The 3D tooth morphology app thus provides students with a useful adjunct teaching tool for learning dental anatomy. Anat Sci Educ 00: 000–000. © 2018 American Association of Anatomists.

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Spatial abilities of medical graduates and choice of residency programs

Cited by 28 publications

References 73 publications

How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models

How spatial abilities and dynamic visualizations interplay when learning functional anatomy with 3D anatomical models

Aprendizado da Anatomia Hepatobiliar pela Mesa Anatômica Virtual 3D

Development and Assessment of a Three‐Dimensional Tooth Morphology Quiz for Dental Students

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