Anatomy knowledge has been found to include both spatial and non-spatial components. However, no systematic evaluation of studies relating spatial abilities and anatomy knowledge has been undertaken. The objective of this study was to conduct a systematic review of the relationship between spatial abilities test and anatomy knowledge assessment. A literature search was done up to March 20, 2014 in Scopus and in several databases on the OvidSP and EBSCOhost platforms. Of the 556 citations obtained, 38 articles were identified and fully reviewed yielding 21 eligible articles and their quality were formally assessed. Non-significant relationships were found between spatial abilities test and anatomy knowledge assessment using essays and non-spatial multiple-choice questions. Significant relationships were observed between spatial abilities test and anatomy knowledge assessment using practical examination, three-dimensional synthesis from two-dimensional views, drawing of views, and cross-sections. Relationships between spatial abilities test and anatomy knowledge assessment using spatial multiple-choice questions were unclear. The results of this systematic review provide evidence for spatial and non-spatial methods of anatomy knowledge assessment. Anat Sci Educ 10: 235-241. © 2016 American Association of Anatomists.

Spatial abilities have been correlated to anatomy knowledge assessment and spatial training has been found to improve spatial abilities in previous systematic reviews. The objective of this systematic review was to evaluate spatial abilities training in anatomy education. A literature search was done from inception to 3 August 2017 in Scopus® and several databases on the EBSCOhost platform. Citations were reviewed and those involving anatomy education, an intervention, and a spatial abilities test were retained and the corresponding full‐text articles were reviewed for inclusion. Before and after training studies, as well as comparative training programs, relating a spatial training intervention to spatial abilities were eligible. Of the 2,405 citations obtained, 52 articles were identified and reviewed, yielding eight eligible articles. Instruction in anatomy and mental rotations training were found to improve spatial abilities. For the seven studies retained for the meta‐analysis that included the effect of interventions on spatial abilities test scores, the pooled treatment effect difference was 0.49 (95% CI [0.17; 0.82]; n = 11) improvement. For the two studies that included the practice effect on spatial abilities test scores in a control group, the pooled treatment effect difference was 0.47 (95% CI [−0.03; 0.97]; n = 2) improvement. In these two studies, the impact of the intervention on spatial abilities test scores was found despite the practice effect. Evidence was found for improvement of spatial abilities in anatomy education using instruction in anatomy and mental rotations training.

Spatial abilities are an important factor to consider in selecting and training individuals in technical skills in health care.

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.

Introduction: Spatial ability has been defined as a skill in representing, transforming, generating and recalling symbolic, non-linguistic information. Two distinct human spatial abilities have been identified: visualization and orientation. A sex difference in spatial abilities favouring male has been documented. A pattern of negative effects with increasing age on spatial abilities has also been demonstrated. Spatial abilities have been correlated to anatomy knowledge assessment using practical examination, three-dimensional synthesis from two-dimensional views, drawing of views, and cross-sections in a systematic review. Spatial abilities have also been correlated to technical skills performance in beginners and intermediate learners in a systematic review. The objective of this study was to conduct a systematic review of the interrelationship between spatial abilities, anatomy knowledge and technical skills. Methods: Search criteria included ‘spatial abilities’, ‘anatomy knowledge’ and ‘technical skills’. Keywords related to these criteria were identified. A literature search was done up to November 9, 2018 in Scopus and in several medical and educational databases on Ovid and EBSCOhost platforms. A bank of citations was obtained and was reviewed independently by two investigators. Citations related to abstracts, literature reviews, theses and books were excluded. Articles related to retained citations were obtained and a final list of articles was established. Methods relating spatial abilities testing, anatomy knowledge assessment and technical skills performance were identified. Results: A series of 385 titles and abstracts was obtained. After duplicates were removed and selection criteria applied, 11 articles were retained, fully reviewed, and subsequently excluded with reasons. Conclusion: No eligible articles were found in a systematic review of the interrelationship between spatial abilities, anatomy knowledge and technical skills. The outcome of future studies could help to further understand the cognitive process involved in learning a technical skill in Emergency Medicine.