Self-directed practice schedule enhances learning of suturing skills.
Self-directed practice schedule enhances learning of suturing skills.
复制标题
自我指导的练习计划可以增强缝合技能的学习。
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
H. Carnahan
中科院分区：
文献类型：
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作者：
O. Safir;C. Williams;A. Dubrowski;D. Backstein;H. Carnahan
背景
大多数手术前培训计划都面临着专业外科医生为受训人员授课的挑战。一些研究表明，允许受训者积极塑造他们的学习环境可能会使他们受益，这可以缓解外科培训中的一些时间和资源压力。这项研究的目的是调查自我指导或规定的练习时间表(随机或阻止)对学习缝合技能的影响。
方法
参与者观看了简单的间断、垂直和水平床垫缝合的教学视频，然后完成了评估基线技能的前测。参与者被分配到4个练习组中的一个：自我指导式练习时间表、规定的封闭式练习时间表、规定的随机练习时间表或与自我指导组(对照组)匹配。练习这项技能之后，再进行一次延迟(1小时)的后测。从前测到后测的改进是基于表现时间和基于专家的评估的差异来确定的。
结果
经统计学分析，单纯间断缝合组对缝合时间的影响有统计学意义。随机练习没有显示出预期的技能学习优势，但自我指导练习具有优势。
结论
即使在有专家指导的情况下，自我指导的练习时间表对于简单技术技能的最佳学习也是可取的。教师还必须考虑到任务难度和练习条件之间的相互作用，以开发理想的培训环境。
BACKGROUND
Most preoperative surgical training programs experience challenges with the availability of expert surgeons to teach trainees. Some research suggests that trainees may benefit from being allowed to actively shape their learning environments, which could alleviate some of the time and resource pressures in surgical training. The purpose of this study was to investigate the effects of self-directed or prescribed practice schedules (random or blocked) on learning suturing skills.
METHODS
Participants watched an instructional video for simple interrupted, vertical mattress and horizontal mattress suturing then completed a pretest to assess baseline skills. Participants were assigned to 1 of 4 practice groups: self-directed practice schedule, prescribed blocked practice schedule, prescribed random practice schedule or matched to the self-directed group (control). Practice of the skill was followed by a delayed (1 h) posttest. Improvement from pretest to posttest was determined based on differences in performance time and expert-based assessments.
RESULTS
Analyses revealed a significant effect of group for difference in performance time of the simple interrupted suture. Random practice did not show the expected advantage for skill learning, but there was an advantage of self-directed practice.
CONCLUSION
Self-directed practice schedules may be desirable for optimal learning of simple technical skills, even when expert instruction is available. Instructors must also take into account the interaction between task difficulty and conditions of practice to develop ideal training environments.