Comparing three pedagogical approaches to psychomotor skills acquisition - 13/12/11
, Jacqueline Richa, M.D. a, Richard Oppeltz, M.D. a, Patrick Nguyen, M.D. a, Kelly Wagner, B.S. b, Kent R. Van Sickle, M.D. a, Daniel L. Dent, M.D. a
Corresponding author. Tel.: +1-210-567-5721; fax: +1-210-567-2347Abstract |
Background |
We compared traditional pedagogical approaches such as time- and repetition-based methods with proficiency-based training.
Methods |
Laparoscopic novices were assigned randomly to 1 of 3 training conditions. In experiment 1, participants in the time condition practiced for 60 minutes, participants in the repetition condition performed 5 practice trials, and participants in the proficiency condition trained until reaching a predetermined proficiency goal. In experiment 2, practice time and number of trials were equated across conditions.
Results |
In experiment 1, participants in the proficiency-based training conditions outperformed participants in the other 2 conditions (P < .014); however, these participants trained longer (P < .001) and performed more repetitions (P < .001). In experiment 2, despite training for similar amounts of time and number of repetitions, participants in the proficiency condition outperformed their counterparts (P < .038). In both experiments, the standard deviations for the proficiency condition were smaller than the other conditions.
Conclusions |
Proficiency-based training results in trainees who perform uniformly and at a higher level than traditional training methodologies.
Le texte complet de cet article est disponible en PDF.Keywords : Proficiency-based training, Deliberate practice, Laparoscopy, Simulators, Training
Plan
| The authors have no conflicts of interest to declare. |
Vol 203 - N° 1
P. 8-13 - janvier 2012 Retour au numéro
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