Comparing three pedagogical approaches to psychomotor skills acquisition

详细信息    查看全文

• 作者：Ross E.  ; Willis Ph.D.^a ;   ; ^{willisr@uthscsa.edu} ; Jacqueline  ; Richa M.D.^a ; Richard  ; Oppeltz M.D.^a ; Patrick  ; Nguyen M.D.^a ; Kelly  ; Wagner B.S.^b ; Kent R.  ; Van Sickle M.D.^a ; Daniel L.  ; Dent M.D.^a
• 关键词：Proficiency-based training ; Deliberate practice ; Laparoscopy ; Simulators ; Training
• 刊名：The American Journal of Surgery
• 出版年：2012
• 出版时间：January 2012
• 年：2012
• 卷：203
• 期：1
• 页码：8-13
• 全文大小：358 K

文摘

Background

We compared traditional pedagogical approaches such as time- and repetition-based methods with proficiency-based training.

Methods

Laparoscopic novices were assigned randomly to 1 of 3 training conditions. In experiment 1, participants in the time condition practiced for 60 minutes, participants in the repetition condition performed 5 practice trials, and participants in the proficiency condition trained until reaching a predetermined proficiency goal. In experiment 2, practice time and number of trials were equated across conditions.

Results

In experiment 1, participants in the proficiency-based training conditions outperformed participants in the other 2 conditions (P < .014); however, these participants trained longer (P < .001) and performed more repetitions (P < .001). In experiment 2, despite training for similar amounts of time and number of repetitions, participants in the proficiency condition outperformed their counterparts (P < .038). In both experiments, the standard deviations for the proficiency condition were smaller than the other conditions.

Conclusions

Proficiency-based training results in trainees who perform uniformly and at a higher level than traditional training methodologies.