Issues Regarding Practical Validity and Gender Bias of the Perceptual Abilities Test (PAT)

Coy, Kenneth; McDougall, Hugh; Sneed, Mark

doi:10.1002/j.0022-0337.2003.67.1.tb03616.x

Cited by 33 publications

(37 citation statements)

References 19 publications

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“…There is also substantial evidence that studying dentistry significantly improves manual skills (Luck, Reitemeier, & Scheuch, ). This idea is consistent with studies that reported that the relationship between PAT and dental students' preclinical and clinical performance diminished with years of dental practice (Coy et al, ; Poole, Catano, & Cunningham, ). It should be noted, however, that the above studies investigated the relationship between spatial ability and dental performance that is primarily related to manual dexterity.…”

Section: Discussionsupporting

confidence: 89%

“…The results from the subsequent research investigating predictive validity of PAT, however, were not consistent. Although a few studies (e.g., Bellanti, Mayberry, & Tira, ; Gray & Deem, ) reported high correlation between PAT and preclinical grades in first‐year operative dentistry classes, a number of other studies found only weak to moderate correlations, suggesting that performance on PAT might not be a strong predictor of preclinical and clinical dental performance (Coy, McDougall, & Sneed, ; Curtis, Lind, Plesh, & Finzen, ; Hegarty, Keehner, Khooshabeh, & Montello, ; Oudshoorn, ; Ranney, Wilson, & Bennett, ; Sandow, Jones, Peek, Courts, & Watson, ). Moreover, Walcott, Knight, and Charlick () reported that PAT failed to significantly predict individual psychomotor performance on the first‐year operative dentistry exercises.…”

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confidence: 99%

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Egocentric versus Allocentric Spatial Ability in Dentistry and Haptic Virtual Reality Training

Kozhevnikov

Schloerb

Blazhenkova

et al. 2013

Applied Cognitive Psychology

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The current study investigates the role of egocentric and allocentric spatial abilities in the field of dentistry. Whereas allocentric ability requires spatial transformation from a stationary point of reference, egocentric spatial ability is tied to the sensory-motor system, and it requires changing one's imagined perspective in space. Experiment 1 investigates the role of different spatial abilities in a tooth preparation exercise. Experiment 2 investigates the interaction of allocentric and egocentric spatial abilities with the effectiveness of haptic virtual reality training. The results show that only egocentric spatial ability was a significant predictor of success in tooth preparation. In addition, an egocentric spatial ability test was the reliable predictor of success in more complex (indirect vision) tasks during haptic virtual reality training. Our results indicate the need for the development of finer measures of the specific spatial skills that might be needed for different dental specializations.

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Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 99%

Egocentric versus Allocentric Spatial Ability in Dentistry and Haptic Virtual Reality Training

Kozhevnikov

Schloerb

Blazhenkova

et al. 2013

Applied Cognitive Psychology

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“…This conclusion is also corroborated by a study of dental students who underwent a perceptual ability test that required participants to draw cross‐section cuts of teeth using pencil and paper. The study also required the students to develop spatial mental models of the 3D structure of teeth (Coy et al, ; Gansky et al, ). As a result, the students improved their ability to maintain and manipulate mental representations of dental structures, thus increasing their ability to visualize new spatial transformations in interventions in these teeth (Hegarty et al, ).…”

Section: Discussionmentioning

confidence: 99%

Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement

Azevedo

Corrêa

Torriani

et al. 2017

Anatomical Sciences Ed

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Knowledge of dental anatomy is of great importance in the practice of dentistry, especially in oral rehabilitation, because without this knowledge, professional practice is not possible. Dental carving plays a major role in training dental students as it develops their manual dexterity. This randomized controlled trial aimed to evaluate the influence of didactic-theoretical reinforcement on the theoretical and practical knowledge of dental anatomy of preclinical students by examining the quality of the anatomical restorations performed by these students before and after a didactic-theoretical reinforcement. For the evaluation of theoretical knowledge, a questionnaire with closed questions about dental anatomy was used. To evaluate the effect of didactic reinforcement on dental carvings, two groups of 15 preclinical students were assessed. Experimental group (G1) received a three-hour theoretical tutoring on dental anatomy, while the control group (G2) did not. The dental carving scores obtained by the two different groups were compared using Student's t-test. Cohen's d was used to estimate the effect sizes between groups. The frequency of correct answers given for each theoretical knowledge question was compared in each group using Fisher's exact test. T-test was also used to compare the means of the two groups' final scores of theoretical evaluations. To compare these final scores obtained in both carving and theoretical tests, a principal component analysis was performed with different items assessed in each test to obtain factor loading scores and a final weighted score, where factor loadings were considered for each item. Weighted scores were compared using t-test. Also, scores obtained during the head and neck course were assessed and compared using t-test. Spearman's correlation test was used to assess the correlation between scores obtained prior to the anatomy course and scores obtained in the dental carving exercise. The theoretical evaluation revealed no significant difference between the grades (mean ± SD) of G1 (85.1 ± 6.6%) and G2 (86.2 ± 9.1%) with the grades of a baseline test that was previously obtained when students submitted to the study (P = 0.725). Regarding the tooth carving assessment, the dental carving quality by students of G1 has significantly improved, except for tooth #23 (P = 0.096). Theoretical reinforcement of dental anatomy seems to improve the students' carving performance but does not enhance their knowledge about dental anatomy. Anat Sci Educ 11: 377-384. © 2017 American Association of Anatomists.

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“…The majority of research in this field concentrates on how dental admission tests (perceptual aptitude test, manual dexterity test, etc) can predict students’ performance in both preclinical and clinical courses in dental school. 1 , 4 , 13 , 16 However, studies correlating didactic scores to psychomotor performance, which was the focus of this study, are scarce. There is a need to further test such association in an attempt to further improve the educational experience in dental schools, and to develop new techniques of incorporating general and specific didactic dental knowledge toward acquiring and improving different psychomotor skills required for different dental specialties.…”

Section: Discussionmentioning

confidence: 99%

Reliability of didactic grades to predict practical skills in an undergraduate dental college in Saudi Arabia

Zawawi¹,

Afify²,

Yousef³

et al. 2015

AMEP

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ObjectivesThis longitudinal study was aimed to investigate the association between didactic grades and practical skills for dental students and whether didactic grades can reliability predict the dental students’ practical performance.Materials and methodsDidactic and practical grades for graduates from the Faculty of Dentistry, King Abdulaziz University, between the years 2009 and 2011 were collected. Four courses were selected: Dental Anatomy, Operative Dentistry, Prosthodontics, and Orthodontics. Pearson product-moment correlation analyses between didactic and practical scores were conducted.ResultsThere was only a significant correlation between didactic and practical scores for the Dental Anatomy course (P<0.001). There was also a significant correlation between all four subjects in the didactic scores (P<0.001). Only the scores of male students showed a significant correlation in the Operative Dentistry course (P<0.001). There were no correlations between Orthodontic grades. Moreover, a poor degree of reliability was found between didactic and practical scores for all subjects.ConclusionBased on the findings of this study, the relationship between didactic grades and practical performance is course specific. Didactic grades do not reliably predict the students’ practical skills. Measuring practical performances should be independent from didactic grading.

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Issues Regarding Practical Validity and Gender Bias of the Perceptual Abilities Test (PAT)

Cited by 33 publications

References 19 publications

Egocentric versus Allocentric Spatial Ability in Dentistry and Haptic Virtual Reality Training

Egocentric versus Allocentric Spatial Ability in Dentistry and Haptic Virtual Reality Training

Optimizing quality of dental carving by preclinical dental students through anatomy theory reinforcement

Reliability of didactic grades to predict practical skills in an undergraduate dental college in Saudi Arabia

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