Spruit Edward N, Band Guido P H, Hamming Jaap F
Cognitive Psychology Unit, Institute of Psychology, Faculty of Social Sciences, Leiden University, Postbus 9555, 2300 RB, Leiden, The Netherlands,
Surg Endosc. 2015 Aug;29(8):2235-43. doi: 10.1007/s00464-014-3931-x. Epub 2014 Oct 16.
The goal of this study was to investigate the effects of spaced versus massed practice on skill acquisition and retention in the context of laparoscopic motor skill training.
Reaching proficiency in performing laparoscopic surgery involves extensive training to acquire the required motor skills. Conventionally, training of such skills occurs during a full day training event utilizing surgical simulators that train specific motor skills pertinent to laparoscopic surgery. An important variable to consider is the optimal schedule for laparoscopic motor training.
In this study, two groups of trainees without prior experience were trained on a variety of physical box-trainer tasks on different time-schedules. One group received three 75-min training sessions on a single day (massed condition) and the other received one 75-min training session per week for three consecutive weeks (spaced condition). Short- and long-term retention were assessed 2 weeks and 1 year after the completion of training.
Outcome measures indicated better performance at the end of training, at a 2-week delayed retention session and at a 1-year retention session for the group that received training on a spaced schedule. This spacing effect was most pronounced for the more difficult laparoscopic training tasks such as intra-corporeal suturing. On average, 21 % of participants in the massed group and 65 % in the spaced group reached proficiency by the end of training.
Spacing practice of laparoscopic motor skill training will facilitate skill acquisition, short-term and long-term retention, and thus, a more efficient learning process for trainees. Though more challenging in terms of logistics, training courses in medical centers should distribute practice sessions over longer time intervals.
本研究的目的是在腹腔镜运动技能训练的背景下，探讨间隔练习与集中练习对技能习得和保持的影响。
要熟练掌握腹腔镜手术需要进行大量训练以获得所需的运动技能。传统上，此类技能的训练是在一整天的培训活动中进行的，使用手术模拟器来训练与腹腔镜手术相关的特定运动技能。一个需要考虑的重要变量是腹腔镜运动训练的最佳时间表。
在本研究中，两组没有先前经验的受训者在不同的时间安排下接受了各种物理箱式训练任务的培训。一组在一天内接受了三次75分钟的训练课程（集中条件），另一组连续三周每周接受一次75分钟的训练课程（间隔条件）。在训练完成后2周和1年评估短期和长期保持情况。
结果指标表明，接受间隔训练的组在训练结束时、2周延迟保持测试和1年保持测试中的表现更好。这种间隔效应在更困难的腹腔镜训练任务（如体内缝合）中最为明显。平均而言，集中组21%的参与者和间隔组65%的参与者在训练结束时达到了熟练水平。
腹腔镜运动技能训练的间隔练习将促进技能习得、短期和长期保持，从而为受训者带来更高效的学习过程。尽管在后勤方面更具挑战性，但医疗中心的培训课程应将练习课程分散在更长的时间间隔内。
