The effect of blocked versus random task practice schedules on the acquisition and retention of surgical skills - 09/12/14
, Ashley S. Vergis, MMedEd, M.D. a, Bertram J. Unger, M.D., Ph.D. b, Lawrence M. Gillman, MMedEd, M.D. a, Krista M. Hardy, M.Sc., M.D. a, Jason Park, MEd, M.D. aAbstract |
Background |
When learning multiple tasks, blocked or random training schedules may be used. We assessed the effects of blocked and random schedules on the acquisition and retention of laparoscopic skills.
Methods |
Thirty-six laparoscopic novices were randomized to practice laparoscopic tasks using blocked, random, or no additional training. Participants performed immediate post-tests, followed by retention tests 6 weeks later. Outcomes included previously validated Fundamentals of Laparoscopic Surgery (FLS) and hand–motion efficiency scores.
Results |
Both blocked and random groups had significantly higher FLS and hand–motion efficiency scores over baseline on post-tests for each task (P < .05) and higher overall FLS scores than controls on retention tests (P < .01). No difference was seen between the blocked and random groups in the amount of skill acquired or skill retained.
Conclusions |
Both blocked and random training schedules can be considered as valid training options to allow programs and learners to tailor training to their individual needs.
Le texte complet de cet article est disponible en PDF.Keywords : Education, Contextual interference, Laparoscopic surgery, Computer-assisted assessment, Technical skills, Simulation
Plan
| The authors declare no conflicts of interest. |
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| Supported by a Medical Education Research Grant from the Royal College of Physicians and Surgeons of Canada. |
Vol 209 - N° 1
P. 93-100 - janvier 2015 Retour au numéro
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