Vision and Hearing Research Centre, Anglia Ruskin University, Cambridge, UK.
Anglia Learning & Teaching, Anglia Ruskin University, Cambridge, UK.
Ophthalmic Physiol Opt. 2022 Sep;42(5):940-947. doi: 10.1111/opo.13007. Epub 2022 May 22.
Retinoscopy is a skill that requires the integration of procedural skill and declarative knowledge. Whilst the actual technique is simple, retinoscopy is a complex skill to acquire and is one that students often find challenging. This study compared the strategies that novices, third-year students and experts use when performing retinoscopy, with the aim of identifying the key stages of learning that may enlighten teaching practice.
This study employed a protocol-based approach in which the verbal protocols and cognitive strategies of novices, students and experts were recorded and then subjected to 'problem space' analysis.
Clear differences existed when the retinoscopy of novices, students and experts was directly compared using a standardised simulated task. Experts were more accurate in performance and used defined strategies to reach the goal. The presence of these strategies significantly predicted the accuracy of the retinoscopy result.
This study highlights the importance of meta-cognitive strategies and the need for an adequate theoretical foundation in skill acquisition. The underpinning knowledge provides a pedagogic tool that specifies activities which are beneficial to learning a clinical skill.
检影验光需要将程序性技能和陈述性知识结合起来。虽然实际技术很简单，但检影验光却是一项复杂的技能，学生通常觉得很难掌握。本研究比较了新手、三年级学生和专家在进行检影验光时使用的策略，旨在确定可能启发教学实践的关键学习阶段。
本研究采用基于方案的方法，记录新手、学生和专家的口头方案和认知策略，然后进行“问题空间”分析。
使用标准化模拟任务直接比较新手、学生和专家的检影验光时，存在明显差异。专家的表现更准确，并使用明确的策略来达到目标。这些策略的存在显著预测了检影验光结果的准确性。
本研究强调了元认知策略的重要性和技能获取中理论基础的必要性。这种基础知识提供了一种教学工具，它规定了有益于学习临床技能的活动。
