Motor Behaviour Laboratory, Department of Kinesiology and Nutrition, University of Nevada, Las Vegas, Nevada 89154-3034, USA.
Med Educ. 2012 May;46(5):447-53. doi: 10.1111/j.1365-2923.2011.04210.x.
The current paper describes a model of learning that has been used to produce efficient learning, thus yielding greater retention of information and superior performance under stress. In this paper, the model is applied to the learning of technical skills.
After a brief review of the learning-performance paradox and other relevant literature from the field of movement science, the benefits of challenge and adversity for learning are discussed in the context of a framework for learning known as the challenge point framework (CPF). The framework is based on laboratory and field studies of methods that have been shown to consistently enhance learning, and is used to model and generate insight into the relationships between practice protocols and the learning that results from them.
The practical application of the CPF to simulation-based medical education and training is described. Firstly, a simple conceptual model that utilises three key elements to adjust the functional difficulty of the tasks to be learned is outlined. Secondly, a number of assessment strategies that may be necessary to ensure that the trainee remains in the optimal learning zone are proposed. Thirdly, a practical example is used to demonstrate how to utilise this conceptual model to design simulation environments suitable for teaching an endotracheal intubation task to beginners and more advanced trainees.
本文描述了一种已被用于实现高效学习的模型，从而使信息的保留和压力下的表现更加出色。本文将该模型应用于技术技能的学习。
在简要回顾学习表现悖论和运动科学领域的其他相关文献之后，本文讨论了挑战和逆境对学习的益处，并在挑战点框架（CPF）这一学习框架的背景下进行了讨论。该框架基于已被证明可持续增强学习的实验室和现场研究，用于对练习方案和由此产生的学习之间的关系进行建模和深入了解。
将 CPF 实际应用于基于模拟的医学教育和培训。首先，概述了一个简单的概念模型，该模型利用三个关键要素来调整要学习的任务的功能难度。其次，提出了一些评估策略，这些策略可能是确保学员保持在最佳学习区所必需的。第三，使用一个实际示例演示如何利用此概念模型来设计适合向初学者和更高级学员教授气管内插管任务的模拟环境。
