Arain Muhammad Abdullah, Begum Saleema, Shariff Amir H, Khan Sadaf, Inam Pal K M, Khan Muhammad Rizwan, Ali Muhammad, Ringers Jan
Aga Khan University Medical College, Karachi, Sindh, Pakistan.
Shaukat Khanum Memorial Cancer Centre, Lahore, Pakistan.
J Educ Health Promot. 2022 Apr 28;11:116. doi: 10.4103/jehp.jehp_825_21. eCollection 2022.
The traditional model of teaching surgical skills on "real" patients using graded responsibility is being seriously questioned, and there is a paradigm shift toward exploiting simulators. There is a lack of clarity on the impact of using simulation as a teaching strategy in novice learners. The purpose of our study was to determine if the number and duration of training sessions influence the acquisition and retention of laparoscopic skills in naïve learners. There are some data to suggest that distributed training programs might have better outcomes, but the results are inconclusive. We designed a controlled trial at Aga Khan University, Karachi, with the hypothesis that students trained using the distributed method may have enhanced learning outcomes.
100 medical students were assigned in a 1:1 ratio to one of two groups. Group A underwent a single orientation and supervised practice session of 3 h duration. Group B underwent distributed teaching with three learning sessions of 1 h each spread over 3 consecutive weeks. Participant scores were analyzed before and after the intervention and at 3- and 6-month intervals using repeat measures of ANOVA.
Pretest and immediate posttest scores were comparable between the two groups. The 3-month interval test showed significantly higher scores in Group B (difference = -2.90, < 0.001). The 6-month interval test showed no differences in scores between the two groups ( = 0.178).
Distributed teaching resulted in significantly enhanced scores at 3-month assessment. However, similar scores at 6 months suggest the need for repeated intervention.
传统的通过在“真实”患者身上逐步增加责任来教授外科技能的模式正受到严重质疑，并且正朝着利用模拟器的方向发生范式转变。对于将模拟作为新手学习者的一种教学策略的影响，目前尚不清楚。我们研究的目的是确定培训课程的数量和时长是否会影响新手学习者腹腔镜技能的掌握和保持。有一些数据表明分散式培训方案可能会有更好的效果，但结果尚无定论。我们在卡拉奇的阿迦汗大学设计了一项对照试验，假设采用分散式方法培训的学生可能会有更好的学习效果。
100名医学生按1:1的比例被分配到两个组中的一组。A组接受一次3小时的定向和监督练习课程。B组接受分散式教学，连续3周，每周进行一次1小时的学习课程。在干预前后以及3个月和6个月的间隔期，使用重复测量方差分析对参与者的分数进行分析。
两组的预测试和即时后测试分数相当。3个月间隔期测试显示B组分数显著更高（差异=-2.90，<0.001）。6个月间隔期测试显示两组分数无差异（=0.178）。
分散式教学在3个月评估时导致分数显著提高。然而，6个月时相似的分数表明需要重复干预。
