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The Development of a Multidimensional Diagnostic Assessment With Learning Tools to Improve 3-D Mental Rotation Skills.

ABSTRACT: This study reported on development and evaluation of a learning program that integrated a multidimensional diagnostic assessment with two different learning interventions with the aim to diagnose and improve three-dimensional mental rotation skills. The multidimensional assessment was built upon the Diagnostic Classification Model (DCM) framework that can report the binary mastery on each specific rotation skill. The two learning interventions were designed to train students to use a holistic rotation strategy and a combined analytic and holistic strategy, respectively. The program was evaluated through an experiment paired with multiple exploratory and confirmatory statistical analysis. Particularly, the recently proposed joint models for response times and response accuracy within dynamic DCM framework is applied to assess the effectiveness of the learning interventions. Compared with the traditional assessment on spatial skills, where the tests are timed and number correct is reported as a measure for test-takers' performances, the developed dynamic diagnostic assessment can provide an informative estimate of the learning trajectory for each participant in terms of the strengths and weaknesses in four fine-grained spatial rotation skills over time. Compared with an earlier study that provided initial evidence of the effectiveness of building a multidimensional diagnostic assessment with training tools, the present study improved the assessment and learning intervention design. Using both response times and response accuracy, thus current study additionally evaluated the newly developed program by investigating the effectiveness of two interventions across gender, country and rotation strategy.

SUBMITTER: Wang S

PROVIDER: S-EPMC7054440 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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The Development of a Multidimensional Diagnostic Assessment With Learning Tools to Improve 3-D Mental Rotation Skills.

Wang Shiyu S Hu Yiling Y Wang Qi Q Wu Bian B Shen Yawei Y Carr Martha M

Frontiers in psychology 20200226

This study reported on development and evaluation of a learning program that integrated a multidimensional diagnostic assessment with two different learning interventions with the aim to diagnose and improve three-dimensional mental rotation skills. The multidimensional assessment was built upon the Diagnostic Classification Model (DCM) framework that can report the binary mastery on each specific rotation skill. The two learning interventions were designed to train students to use a holistic ro ...[more]

PMID: 32174870

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Project description:Background: Although the term "mental pain" is often the subject of expert opinions regarding claims for damages, there is still no standardized questionnaire in the German-speaking area to operationalize this concept. Therefore, the aim of this work is the development and validation of a self-assessment measurement for psychological pain after traumatic events (FESSTE). Methods: A first version of the questionnaire was applied on a sample of the German speaking general population (N = 425; 88% female). After performing an item analysis and exploratory factor analysis, the questionnaire was shortened and tested on a second German speaking general population sample (N = 619; 89% female). Finally, the newly developed questionnaire was related to the extent of traumatization (measured with a uniquely designed trauma checklist attached to the FESSTE) and already established instruments for the assessment of psychiatric symptom burden, which included the Brief Symptom Inventory-18 (BSI-18) and the Post-traumatic-Stress-Scale (PTSS-10). Results: The final version of the FESSTE consists of a total of 30 items and covers the subscales "Somatization," "Depression," "Intrusive Memories," "Dissociation" and "Anxiety," and a total scale "Mental Pain." Based on the confirmatory factor analysis, it is assumed that the latent factor structure of the FESSTE can be best described as a bifactor-model. The final version shows a satisfactory model fit, high internal consistencies, and strong positive correlations with the BSI-18 and PTSS-10, as well as the extent of traumatic experiences. Discussion: The FESSTE enables an operationalization of mental pain comprising five subscales and one total scale. What is more, the trauma checklist attached to the FESSTE allows for the standardized assessment of potentially traumatic experiences and the corresponding extent of these experiences. The results indicate that the FESSTE is a reliable and valid self-assessment procedure for mental pain, which is suitable for use in research and in expert practice.

Project description:BACKGROUND:Validated competency assessment tools and the data supporting milestone development during gastroscopy training are lacking. We aimed to assess the validity of the formative direct observation of procedural skills (DOPS) assessment tool in diagnostic gastroscopy and study competency development using DOPS. METHODS:This was a prospective multicentre (N = 275) analysis of formative gastroscopy DOPS assessments. Internal structure validity was tested using exploratory factor analysis and reliability estimated using generalisability theory. Item and global DOPS scores were stratified by lifetime procedure count to define learning curves, using a threshold determined from receiver operator characteristics (ROC) analysis. Multivariable binary logistic regression analysis was performed to identify independent predictors of DOPS competence. RESULTS:In total, 10086 DOPS were submitted for 987 trainees. Exploratory factor analysis identified three distinct item groupings, representing 'pre-procedure', 'technical', and 'post-procedure non-technical' skills. From generalisability analyses, sources of variance in overall DOPS scores included trainee ability (31%), assessor stringency (8%), assessor subjectivity (18%), and trainee case-to-case variation (43%). The combination of three assessments from three assessors was sufficient to achieve the reliability threshold of 0.70. On ROC analysis, a mean score of 3.9 provided optimal sensitivity and specificity for determining competency. This threshold was attained in the order of 'pre-procedure' (100-124 procedures), 'technical' (150-174 procedures), 'post-procedure non-technical' skills (200-224 procedures), and global competency (225-249 procedures). Higher lifetime procedure count, DOPS count, surgical trainees and assessors, higher trainee seniority, and lower case difficulty were significant multivariable predictors of DOPS competence. CONCLUSION:This study establishes milestones for competency acquisition during gastroscopy training and provides validity and reliability evidence to support gastroscopy DOPS as a competency assessment tool.

Project description:BackgroundDespite the rapidly growing number of digital assessment tools for screening and diagnosing mental health disorders, little is known about their diagnostic accuracy.ObjectiveThe purpose of this systematic review and meta-analysis is to establish the diagnostic accuracy of question- and answer-based digital assessment tools for diagnosing a range of highly prevalent psychiatric conditions in the adult population.MethodsThe Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P) will be used. The focus of the systematic review is guided by the population, intervention, comparator, and outcome framework (PICO). We will conduct a comprehensive systematic literature search of MEDLINE, PsychINFO, Embase, Web of Science Core Collection, Cochrane Library, Applied Social Sciences Index and Abstracts (ASSIA), and Cumulative Index to Nursing and Allied Health Literature (CINAHL) for appropriate articles published from January 1, 2005. Two authors will independently screen the titles and abstracts of identified references and select studies according to the eligibility criteria. Any inconsistencies will be discussed and resolved. The two authors will then extract data into a standardized form. Risk of bias will be assessed using the Quality Assessment of Diagnostic Accuracy Studies-2 (QUADAS-2) tool, and a descriptive analysis and meta-analysis will summarize the diagnostic accuracy of the identified digital assessment tools.ResultsThe systematic review and meta-analysis commenced in November 2020, with findings expected by May 2021.ConclusionsThis systematic review and meta-analysis will summarize the diagnostic accuracy of question- and answer-based digital assessment tools. It will identify implications for clinical practice, areas for improvement, and directions for future research.Trial registrationPROSPERO International Prospective Register of Systematic Reviews CRD42020214724; https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42020214724.International registered report identifier (irrid)DERR1-10.2196/25382.

Dataset Information

The Development of a Multidimensional Diagnostic Assessment With Learning Tools to Improve 3-D Mental Rotation Skills.

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The Development of a Multidimensional Diagnostic Assessment With Learning Tools to Improve 3-D Mental Rotation Skills.

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