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首页> 外文期刊>Advances in health sciences education: theory and practice >Acquisition of dental skills in preclinical technique courses: influence of spatial and manual abilities
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Acquisition of dental skills in preclinical technique courses: influence of spatial and manual abilities

机译：临床前技术课程中牙科技能的掌握：空间和手动能力的影响

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Sixty years of research have not added up to a concordant evaluation of the influence of spatial and manual abilities on dental skill acquisition. We used Ackerman's theory of ability determinants of skill acquisition to explain the influence of spatial visualization and manual dexterity on the task performance of dental students in two consecutive preclinical technique courses. We measured spatial and manual abilities of applicants to Hamburg Dental School by means of a multiple choice test on Technical Aptitude and a wire-bending test, respectively. Preclinical dental technique tasks were categorized as consistent-simple and inconsistent-complex based on their contents. For analysis, we used robust regression to circumvent typical limitations in dental studies like small sample size and non-normal residual distributions. We found that manual, but not spatial ability exhibited a moderate influence on the performance in consistent-simple tasks during dental skill acquisition in preclinical dentistry. Both abilities revealed a moderate relation with the performance in inconsistent-complex tasks. These findings support the hypotheses which we had postulated on the basis of Ackerman's work. Therefore, spatial as well as manual ability are required for the acquisition of dental skills in preclinical technique courses. These results support the view that both abilities should be addressed in dental admission procedures in addition to cognitive measures.
机译：六十年的研究还没有对空间和手工能力对牙科技能获得的影响进行一致的评估。我们使用Ackerman的技能习得能力决定因素理论来解释空间可视化和手动灵巧性对连续两个临床前技术课程中牙科学生任务表现的影响。我们分别通过对技术能力的多项选择测试和电线弯曲测试来测量汉堡牙科学校申请人的空间和手工能力。临床前牙科技术任务根据其内容分类为一致简单和不一致复杂。为了进行分析，我们使用了稳健的回归来规避牙科研究中的典型限制，例如小样本量和非正态残留分布。我们发现，在临床前牙科技能获得过程中，手动操作（而不是空间操作）对持续性简单任务的性能表现出中等影响。两种能力都显示出与不一致复杂任务中的表现有适度的关系。这些发现支持了我们根据Ackerman的工作假设的假设。因此，在临床前技术课程中获得牙科技能需要空间和手工能力。这些结果支持这样一种观点，即除了认知措施外，这两种能力都应在牙科入院程序中得到解决。

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