Spruit Edward N, Kleijweg Luca, Band Guido P H, Hamming Jaap F
Cognitive Psychology, Institute of Psychology, Faculty of Social Sciences, Leiden UniversityLeiden, Netherlands; Department of Surgery, Leiden University Medical CenterLeiden, Netherlands; Leiden Institute for Brain and CognitionLeiden, Netherlands.
Cognitive Psychology, Institute of Psychology, Faculty of Social Sciences, Leiden University Leiden, Netherlands.
Front Psychol. 2016 May 10;7:685. doi: 10.3389/fpsyg.2016.00685. eCollection 2016.
Determining the optimal design for surgical skills training is an ongoing research endeavor. In education literature, varied practice is listed as a positive intervention to improve acquisition of knowledge and motor skills. In the current study we tested the effectiveness of a varied practice intervention during laparoscopy training. Twenty-four trainees (control group) without prior experience received a 3 weeks laparoscopic skills training utilizing four basic and one advanced training task. Twenty-eight trainees (experimental group) received the same training with a random training task schedule, more frequent task switching and inverted viewing conditions on the four basic training tasks, but not the advanced task. Results showed inferior performance of the experimental group on the four basic laparoscopy tasks during training, at the end of training and at a 2 months retention session. We assume the inverted viewing conditions have led to the deterioration of learning in the experimental group because no significant differences were found between groups on the only task that had not been practiced under inverted viewing conditions; the advanced laparoscopic task. Potential moderating effects of inter-task similarity, task complexity, and trainee characteristics are discussed.
确定手术技能培训的最佳设计是一项正在进行的研究工作。在教育文献中，多样化练习被列为一种积极的干预措施，有助于提高知识和运动技能的习得。在本研究中，我们测试了多样化练习干预在腹腔镜培训中的效果。24名无先前经验的学员（对照组）接受了为期3周的腹腔镜技能培训，使用四项基本训练任务和一项高级训练任务。28名学员（实验组）接受相同的培训，但四项基本训练任务采用随机训练任务安排、更频繁的任务切换和反转观察条件，高级任务除外。结果显示，在培训期间、培训结束时以及2个月的保留期，实验组在四项基本腹腔镜任务上的表现较差。我们认为，反转观察条件导致了实验组学习效果的恶化，因为在唯一未在反转观察条件下练习的任务（高级腹腔镜任务）上，两组之间未发现显著差异。文中还讨论了任务间相似性、任务复杂性和学员特征的潜在调节作用。
