Limited feedback and video tutorials optimize learning and resource utilization during laparoscopic simulator training
Limited feedback and video tutorials optimize learning and resource utilization during laparoscopic simulator training
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DOI：
10.1016/j.surg.2007.03.009
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发表时间：
2007-08-01
期刊：
影响因子：
3.8
通讯作者：
Scott, Daniel J.
中科院分区：
文献类型：
--
作者：
Stefanidis, Dimitrios;Korndorffer, James R., Jr.;Scott, Daniel J.
背景本研究的目的是确定在熟练程度为基础的腹腔镜手术培训过程中，教师反馈和视频教程对技能获得的影响。回顾了三组新手（n = 34名医学生）的前瞻性维护数据库中的性能数据，这些新手在腹腔镜手术基础上完成了相同的基于熟练程度的腹腔镜手术课程，手术型视频训练器模型作为两个独立的机构审查委员会批准的随机对照试验的一部分。第一组（n = 9）观看了一次视频教程，并在每次培训期间收到了强烈的反馈;第二组（n = 13）观看了一次视频教程，收到的反馈有限（每次< 10分钟），第三组（n = 12）观看了视频教程多次，也收到了有限的反馈（每次< 10分钟）。由同一位教师给出反馈，并在0（无）至4（广泛）Liken量表上进行量化。所有组的基线特征相似。所有参与者都在连续两次尝试中达到了熟练程度（512）。第三组达到熟练所需的训练时间和重复次数最短，与第一组相比差异有统计学意义（P < 0.02）。这一战略导致每名受训者节省139美元的成本。有限的教师反馈似乎是上级强烈的反馈，在熟练程度为基础的腹腔镜模拟器培训。与视频教程相结合，这种类型的反馈可以通过最大限度地减少对教师参与的需求来加速学习并提高资源利用率。
Background. The purpose of this study was to determine the impact of instructor feedback and video tutorials on skill acquisition during proficiency-based laparoscopic suturing training.Methods. Performance data from a prospectively maintained database were reviewed for three groups of novices (n = 34 medical students) who completed the same proficiency-based laparoscopic suturing curriculum on a Fundamentals of Laparoscopic,Surgery-type videotrainer model as Part of two separate institutional review board-approved, randomized controlled trials. Group I (n = 9) watched the video tutorial once and received intense feedback during each training session; Group II (n = 13) watched the video tutorial once and received limited feedback (< 10 min per session), Group III (n = 12) watched the video tutorial several times and also received limited feedback (< 10 min per session). Feedback was given by the same instructor and was quantified on a 0 (none) to 4 (extensive) Liken scale.Results. Baseline characteristics were similar for all groups. All participants achieved the proficiency level (512) on two consecutive attempts. Group III required the shortest training time and number of repetitions to reach proficiency, with statistically significant differences compared with Group I (P < 0.02). This strategy led to a cost savings of $139 per trainee.Conclusions. Limited instructor feedback appears to be superior to intense feedback during proficiency-based laparoscopic simulator training. Coupled with video tutorials, this type of feedback may accelerate learning and improve resource utilization by minimizing the need for instructor involvement.