Do not teach me while I am working! - 23/01/12
, Ryan Brydges, Ph.D. b, Lisa Satterthwaite c, George Xeroulis, M.D., M.Ed., F.R.C.S.C. d, Roger Classen, D.O. e
Corresponding author. Tel.: 416-813-7654, ext. 8912; fax: 416-813-6924Abstract |
Background |
The aim of this study was to determine if technical surgical experience enhances the learning of new cognitive information under multitasking conditions.
Methods |
Junior (years 1–3) and experienced (years 4 and 5) general surgery residents performed a Nissen fundoplication on a synthetic model (the primary task). While performing the primary task, they listened to and memorized information describing the steps of a computer-assisted hip replacement surgery (the secondary task). Performance on the primary and secondary tasks was assessed using performance metrics and multiple-choice questions.
Results |
The primary task was performed better by the senior than the junior trainees (P = .001, P = .007). The senior trainees also scored higher on the secondary task than the junior trainees (P = .001).
Conclusions |
Senior trainees have superior capacity to multitask. This may have direct implications on both clinical and simulation-based education, such that educators need to adjust the amount of information presented in accordance to trainees' levels of training.
Le texte complet de cet article est disponible en PDF.Keywords : Simulation, Multitasking, Residency, General surgery, Orthopedics, Education
Plan
Vol 203 - N° 2
P. 253-257 - février 2012 Retour au numéro
Article précédent
- Historical review of emergency tourniquet use to stop bleeding
- John F. Kragh, Kenneth G. Swan, Dale C. Smith, Robert L. Mabry, Lorne H. Blackbourne
- The formal and informal surgical ethics curriculum: views of resident and staff surgeons in Toronto
- Frazer Howard, Martin F. McKneally, Ross E.G. Upshur, Alex V. Levin
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