工作时别打扰我！
Do not teach me while I am working!
机构信息
SickKids Learning and Research Institutes, Hospital for Sick Children, Department of Paediatrics, Faculty of Medicine, University of Toronto, ON, Canada.
出版信息
Am J Surg. 2012 Feb;203(2):253-7. doi: 10.1016/j.amjsurg.2010.08.020.
BACKGROUND
The aim of this study was to determine if technical surgical experience enhances the learning of new cognitive information under multitasking conditions.
METHODS
Junior (years 1-3) and experienced (years 4 and 5) general surgery residents performed a Nissen fundoplication on a synthetic model (the primary task). While performing the primary task, they listened to and memorized information describing the steps of a computer-assisted hip replacement surgery (the secondary task). Performance on the primary and secondary tasks was assessed using performance metrics and multiple-choice questions.
RESULTS
The primary task was performed better by the senior than the junior trainees (P = .001, P = .007). The senior trainees also scored higher on the secondary task than the junior trainees (P = .001).
CONCLUSIONS
Senior trainees have superior capacity to multitask. This may have direct implications on both clinical and simulation-based education, such that educators need to adjust the amount of information presented in accordance to trainees' levels of training.
背景
本研究旨在确定技术手术经验是否能提高在多任务条件下学习新认知信息的能力。
方法
初级（1-3 年）和经验丰富的（4 年和 5 年）普通外科住院医师在合成模型上进行 Nissen 胃底折叠术（主要任务）。在执行主要任务的同时，他们听取并记住描述计算机辅助髋关节置换手术步骤的信息（次要任务）。使用绩效指标和多项选择题评估主要和次要任务的执行情况。
结果
高级学员在主要任务上的表现优于初级学员（P =.001，P =.007）。高级学员在次要任务上的得分也高于初级学员（P =.001）。
结论
高级学员具有更强的多任务处理能力。这可能对临床和基于模拟的教育都有直接影响，因此教育者需要根据学员的培训水平调整所呈现的信息量。
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