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[Mathematical model of a learning process by biofeedback].

J Gallego·L Laurenti-Lions
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Abstract

The aim of Biofeedback is to teach a subject to control some of his biological functions. This experimental method was numerous therapeutic applications. General laws of these particular learning processes have not yet been well understood. Mathematical models can be used in order to make evident these laws can lead to an optimization of the learning processes. The stochastic model presented here underlines the shortcomings of certain experimental procedures. Although it has been performed from one of our particular experiments, it can be applied to analogous experiments.

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Biofeedback, PsychologyConditioning, OperantHumansLearningMathematicsModels, PsychologicalEnglish AbstractJournal Article

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BibTeXRIS

J Gallego, L Laurenti-Lions. 1982. [Mathematical model of a learning process by biofeedback].. https://doi.org/10.1016/0020-7101(82)90032-0

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Verbal feedback from an expert is more effective than self-accessed feedback about motion efficiency in learning new surgical skills.

BACKGROUND: Teaching of technical surgical skills to undergraduate medical students in a laboratory setting away from the patient is not common practice. Because of the large volume of students and shortage of available teaching faculty new methods of teaching must be developed for this group of trainees. In this study we examined the effectiveness of computer-based video training, different types of computer-based motion efficiency feedback (with and without expert criteria), and expert feedback on learning of a basic technical skill in medical students. METHODS: Forty-five junior medical students were randomized into 3 groups and learned suturing and knot-tying skills. Group A received computer-generated feedback about the economy of their movements. Group B received the same motion economy feedback, as well as expert reference values. Group C received verbal feedback from an expert. All groups were pre-tested, allowed 18 practice trials, and post-tested, and their skill retention was retested after 1 month. Performance was assessed by expert analysis using an objective structured analysis of technical skill and by computer analysis (Imperial College Surgical Assessment Device [ICSAD]). RESULTS: All groups showed improvement from pre-test to post-test. However, only group C showed retention of skill on delayed performance testing. CONCLUSIONS: Verbal feedback from an expert instructor led to lasting improvements in technical skills performance. Providing information about motion efficiency did not lead to similar improvements.

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