Gonzalez Rodrigo, Bowers Steven P, Smith C Daniel, Ramshaw Bruce J
Emory Skills, Training And Robotics Center, Emory Endosurgery Unit, Department of Surgery, Emory University School of Medicine, Atlanta, Georgia 30322, USA.
Am Surg. 2004 Jan;70(1):35-9.
The aim of this study was to evaluate whether setting specific goals and providing feedback stimulates trainees to improve their laparoscopic skills. Two groups of eight fourth-year medical students practiced on a MIST-VR trainer, a black box laparoscopic suturing trainer, and computer-based training modules for 30 minutes, twice a week for 3 weeks. A precourse assessment of laparoscopic and open suturing skills and performance of MIST-VR tasks was obtained. Students in group A were given specific goals to achieve and were provided feedback. Group B was given no specific goals or feedback. At the end of the course, seven different tasks and skills were evaluated and subjectively scored during a laparoscopic cholecystectomy in an animal laboratory. A higher number of students in group A completed 10 or more repetitions in the MIST-VR than in group B. The groups showed no difference in final MIST-VR or overall scores in the animal laboratory. The only different scores between groups were for the use of the nondominant hand (NDH). The initial scores in the acquired cut task (ACT) in the MIST-VR correlated well with the performance in the animal laboratory. Setting goals and providing feedback tended to motivate students to practice more compared with the self-directed group. There was no difference in final MIST-VR scores or the performance in the animal laboratory, except for the NDH. The best predictor of performance was initial ACT score.
本研究的目的是评估设定具体目标并提供反馈是否能激励学员提高其腹腔镜技能。两组各八名四年级医学生在MIST-VR训练器、黑箱腹腔镜缝合训练器以及基于计算机的训练模块上进行练习，每次30分钟，每周两次，共3周。在课程开始前对腹腔镜和开放缝合技能以及MIST-VR任务的表现进行了评估。A组学生被给予了要实现的具体目标并获得了反馈。B组则未被给予具体目标或反馈。在课程结束时，在动物实验室进行的腹腔镜胆囊切除术中对七种不同的任务和技能进行了评估并主观评分。A组中完成MIST-VR中10次或更多次重复操作的学生人数比B组更多。两组在动物实验室的最终MIST-VR或总体评分上没有差异。两组之间唯一不同的评分是关于非优势手（NDH）的使用。MIST-VR中习得切割任务（ACT）的初始评分与动物实验室中的表现具有良好的相关性。与自主练习组相比，设定目标并提供反馈往往能激励学生更多地进行练习。除了非优势手的表现外，最终MIST-VR评分或动物实验室中的表现没有差异。表现的最佳预测指标是ACT初始评分。
