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Results for “skill learning”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

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At least 397 records · Page 22Linked to original sources
PubMed1983

Running commentary recorded simultaneously to enhance videotape as an aid to learning interviewing skills.

A previously unreported feedback technique, simultaneously recorded running commentary, was developed and evaluated. Thirty-two second-year medical students were videotaped while interviewing a patient. Each student then reviewed the videorecording once with only his own and the patient's voices accompanying the visual record, and also once with either the instructor's comments recorded on a second channel or with the instructor providing feedback on the performance in an interactive way. Visual analogue scales were used to estimate the value of the two feedback methods. Both the running commentary and the review-with-instructor formats were rated higher than the independent review method, although not significantly different from each other. The running commentary technique appears to be as effective as the conventional feedback approach and may prove a useful alternative when incompatibilities of the instructor's and student's schedules make review with the instructor difficult.

Clinical Competence↗
PubMed2001

Skills training using multimedia and models.

All doctors need basic surgical skills. Learning and retaining such skills requires repeated practice. This article describes structured training provided by a multimedia computer program combined with practice on simulated tissue models.

Clinical Competence↗
PubMed1985

Development of movement schema in young children.

To examine the development of movement schema in young school-age children, i.e., whether principles which govern fine eye-hand coordination skill learning as suggested by Schmidt's schema theory apply to the learning of gross motor skills Exp. 1 involved 48 right-handed first-grade children. On a modification of the Fitts Reciprocal Tapping task children moved a stylus (held in the hand or attached to a special shoe worn on the foot) between two metal targets separated by different distances. Children were randomly assigned to one of eight groups: two control or no-practice groups and six experimental or transfer groups. A one-way analysis of variance followed by appropriate Scheffé post hoc tests indicated that movements of the lower limbs were not organized into a movement schema, but a pattern of schema of movement for the upper limbs developed. That no movement schema developed for lower limb movements suggests development of movement schema is intricately linked to both the existing as well as the potential for developing precise movement in those limbs. Exp. 2 involved 40 first-grade children who were randomly assigned to perform a gross-motor agility task under one of three conditions: direct practice on the criterion task, constant practice on a modification of the criterion task, or variable practice on several different modifications of the criterion task. A groups X trials analysis of variance with appropriate post hoc tests indicated that there were no significant differences among direct, constant, or variable practice groups. Data suggest that the amount of practice may be as important as the type of practice in developing movement schema involved in gross motor skills in young children.

Arm↗