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Results for “skill learning”

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At least 1,171 records · Page 65Linked to original sources

PubMed2000

Peer teaching and computer-assisted learning: An effective combination for surgical skill training?

BACKGROUND: The surgical literature suggests that collaborative learning using peers may be a valid way to teach surgical skills and there is a growing interest in the use of computer-assisted learning for this purpose. Combining this evolving technology with this type of teaching would theoretically offer a number of advantages including a reduction in the amount of faculty time devoted to this task. In this study, we evaluate the efficacy of a type of collaborative learning in a computer-assisted learning environment. MATERIALS AND METHODS: We designed a prospective, randomized study comparing novice learners who were allowed to work in pairs with those who worked independently in a specially equipped computer-assisted learning classroom. Both pretest and posttest assessments were performed by videotaping this skill. Three experts then evaluated the videotapes, in a blinded fashion. Three different outcomes were assessed. RESULTS: Seventy-seven subjects were enrolled in and completed the study. Comparison of the outcome measures demonstrated no between group difference in the average performance scores or posttest times. The proportion of subjects who correctly tied a square knot was significantly lower in the computer-assisted peer teaching group when compared with the computer-assisted learning alone group (P = 0.04). CONCLUSIONS: Collaborative learning in a computer-assisted learning environment is not an effective combination for teaching surgical skills to novices.

Computer-Assisted Instruction↗

PubMed2004

Tissue adhesive skills study: the physician learning curve.

OBJECTIVE: To compare 2 educational approaches (structured group session vs. individual instruction) of learning application techniques of 2-octylcyanoacrylate (OCA) on wounds repaired in the emergency department. METHODS: This prospective, nonrandomized, observational study was conducted in an urban hospital emergency department. Medical students, residents, and faculty were trained in the use of OCA either in a standardized group session or individually, based on their availability to attend the group session. Physicians completed a data collection form that included wound characteristics, type of instruction, and number of lacerations previously repaired with OCA. Impressions of time required, difficulty, and postrepair cosmesis were each recorded on a 5-point Likert scale. The 3 scales were totaled to yield a 15-point summary outcome measure. Univariate nonparametric comparisons of measures were performed between physicians with and without group instruction and between those with and without prior OCA experience. Using 35 subjects in each group, this study had a power of 0.95 to detect a difference of 1.5 points in the 15-point summary score, using alpha = 0.05. RESULTS: Eighty-one subjects were enrolled; the median summary score was 13 (IQR 12 to 15). There was no statistically significant difference in the summary score, nor any of its 3 components (time saved, difficulty, cosmesis), when comparing physicians with and without group instruction, nor when comparing first-time users to those with prior experience. CONCLUSION: OCA application is an easily acquired skill. Physicians were satisfied with their proficiency in OCA application, regardless of type of instruction received or number of previous lacerations repaired with OCA.

Academic Medical Centers↗

PubMed2026

Testing How Mindfulness Skills Change for Novice Meditators Using Headspace: Examining Trait Mindfulness and Perceived Stress as Moderators.

Mindfulness-based interventions are found to effectively reduce stress and improve mental health outcomes. Yet, it is not always clear how the mindfulness skills of attention and acceptance develop throughout the intervention. This knowledge gap is especially pertinent for novice meditators learning these skills for the first time, including whether some individuals are more prone to learning them. Using a randomized waitlist-controlled trial, we tested the effect of the app Headspace on changes in attention and acceptance over 8 weeks among participants new to mindfulness meditation. Further, we tested the moderating effects of trait mindfulness and perceived stress. Non-faculty university employees were randomized to a Headspace or waitlist control condition. Trait mindfulness and perceived stress were measured at baseline. Ecological momentary assessment survey data for attention and acceptance were collected five times a day in 4-day bursts at baseline and 2, 5, and 8 weeks post-randomisation. Attention and acceptance were significantly higher at Week 8 compared to baseline for the Headspace group, but not the control group. For the Headspace group, both skills showed significant change by Week 2. Trait mindfulness moderated this effect with those who were lower in trait mindfulness displaying greater increases in attention, but not acceptance. Perceived stress also moderated this effect with those who were lower in perceived stress displaying greater increases in attention and acceptance. Our discussion draws attention to implications for matching intervention content to individual needs to ensure participants reporting different levels of characteristics benefit from mindfulness training.

Humans↗

PubMed2003

The transformative effect of training in counselling and its application, on the community counsellors themselves.

OBJECTIVE: To identify the changes in community counsellors' own level of anxiety and depression as a result of learning counselling skills and to explore their subjective experiences after learning and providing counselling. DESIGN: Quantitative: Repeated Measures. / Qualitative: Focus Group Discussions. SETTING: A lower middle class semi urban community of Karachi, Pakistan. PARTICIPANTS: Twenty-one self selected women from the community. RESULTS: Reduction was seen in the post training scores of anxiety and/or depression in the trainees. As a result of learning and then providing counselling the community counsellors' self esteem, self confidence and sense of competence were enhanced and they developed a more positive attitude towards life. CONCLUSION: A minimal level of training in counselling skills and their application led to significant positive changes in the community counsellors themselves, though self-selection and information bias cannot be ruled out.

Adult↗

PubMed2001

Presence and reflection in training: support for learning to improve quality decision-making skills under time limitations.

Virtual Reality (VR) has been used for some time for training various skills. The results obtained are generally very reassuring, suggesting that Virtual Environments (VEs) are an effective new kind of educational tool. There are some, however, who argue that there are cases in which a 2D approach would achieve the same training effect. The literature suggests that the key features that distinguish VR from other training approaches is the sense of presence, which provides a first-person experience of the world. Usually, real world learning is multisensory and gives ownership and control over the experience, increases learner motivation, and triggers the construction of knowledge. Despite technical limitations, a VE is the most effective form of information technology for providing multisensory experience including visual, auditory, and to some extend haptic and tactile cues. The sense of presence ensures that the perceived experience is interpreted as being real and makes it likely that skills learned in the VE will be transferred to the real world. We argue that for training time-limited decision-making skills, the learner should also have an opportunity to reflect on actions/strategies to improve performance. Therefore a virtual environment for training should also provide support for students to reflect on their performance. This paper describes a prototype training system that aims to support both construction of knowledge and cognitive learning. It is also intended to trigger a sense of presence as well as provide support mechanisms, not available in the real world, that the students can exercise to reflect on the training experience.

Decision Making↗

PubMed2002

Teaching basic life support skills using self-directed learning, a self-instructional video, access to practice manikins and learning in pairs.

Applying adult learning principles in healthcare education is increasingly recognised as useful and effective. We designed and evaluated an educational package for medical student basic life support (BLS) skills that placed the responsibility of skill acquisition with the learner. The package provided hardcopy and web based information, an in-house produced audio-video tape demonstrating BLS, and open access to manikins in a Skills Centre where the students learnt in pairs. Students determined when they were ready to be assessed. This assessment was performed by two independent observers using the Resuscitation Council (UK) BLS assessment sheet. Two groups, comprising in total 51 fourth year medical students were assessed, 47 were found to be competent in performing BLS on their first assessment. Of the remaining four, three were assessed as competent after further self-directed learning and retesting. Only one student required personal tutoring prior to success. Self-directed learning is a successful method of mastering BLS. Where failure occurred, it was due to inadequate student learning in the Skills Centre. The importance of practice needs emphasis in future use of the programme, as does the virtual guarantee of success, if all steps are followed. A similar programme could be devised for other technical skills.

Audiovisual Aids↗

PubMed2003

Training and skills for breast surgeons in the new millennium.

Breast surgeons are learning to adapt to an evidence-based, guideline-directed and outcome-orientated culture as key members of the multidisciplinary team. Recent data has confirmed the central role of surgery in preventing recurrence, improving survival and reducing risk, and rising scrutiny is raising the standards of breast cancer treatment. Specialization is increasing in breast surgery as a result of foreshortened training, greater patient demand and increasing trainee expectations and breast surgeons are learning new skills. The balance of the breast surgeon's skill-base reflects personal preferences and professional networks, local needs and geographical -constraints, and current developments in advanced surgical training curricula. Modern training programmes need to recognize these needs, supporting interprofessional cross-specialty training initiatives and encouraging professional development. Trainees and -trainers will need to acquire new skills in diagnostic, targeted, oncoplastic and prophylactic procedures through a variety of new training initiatives. Breast surgery is standing on the threshold of change, and breast surgeons must develop new strategies, new skills and new alliances to strengthen their role in this expanding specialty.

Breast Diseases↗

PubMed2001

Changes in learning-resource use across physicians' learning episodes.

INTRODUCTION: This study explores the numbers of learning resources physicians use at each stage in self-directed learning episodes addressing general problems. MATERIALS AND METHODS: A survey of a statewide random sample of doctors estimated the number of resources used at each stage in solving various general problems. RESULTS: The 50% response rate for faculty allowed generalization of findings to the population of these physicians; the rate for nonfaculty physicians was too low to allow generalization. Faculty findings showed (1) broader resource use in learning about diseases than diagnosis or therapeutics (2) comparable numbers of resources used in deciding whether to take on the learning problem and learning the required skills and knowledge, (3) greater numbers of resources selected to evaluate the problem and to learn the required skills and knowledge than to gain experience with the newly learned skills and knowledge, and (4) support for assertions that doctors value learning resources that are accessible, applicable, familiar, and time effective. DISCUSSION: The findings were interpreted in light of theory describing physicians' self-directed learning episodes, and implications are presented for physicians-in-training, physicians, and medical librarians.

Analysis of Variance↗

PubMed1999

Communicating in end-of-life care.

In pediatric cases communication is a key element of care--more so than for any other type of care because parents and other family members are as involved as the child is. Thus, learning effective communication skills is essential for successful care. End-of-life settings make the need for quality communication even more important. Providers can learn skills from this article to apply to any pediatric care situation.

Attitude to Death↗

PubMed2005

Word learning and individual differences in word learning reflected in event-related potentials.

Adults learned the meanings of rare words (e.g., gloaming) and then made meaning judgments on pairs of words. The 1st word was a trained rare word, an untrained rare word, or an untrained familiar word. Event-related potentials distinguished trained rare words from both untrained rare and familiar words, first at 140 ms and again at 400-600 ms after onset of the 1st word. These results may point to an episodic memory effect. The 2nd word produced an N400 that distinguished trained and familiar word pairs that were related in meaning from unrelated word pairs. Skilled comprehenders learned more words than less skilled comprehenders and showed a stronger episodic memory effect at 400-600 ms on the 1st word and a stronger N400 effect on the 2nd word. These results suggest that superior word learning among skilled comprehenders may arise from a stronger episodic trace that includes orthographic and meaning information and illustrate, how an episodic theory of word identification can explain reading skill.

Evoked Potentials↗

PubMedDate not supplied

Teaching practical skills in colleges.

The author argues that the move towards Project 2000 students learning practical skills on the wards should be reversed and the old-style college practical room learning reintroduced. The benefits of this include better safety for patients, and less stressful learning for students.

Education, Nursing↗

PubMed2004

Cognitive slowing and learning of target detection skills in pre-demented subjects.

Alzheimer's disease produces a generalized slowing of cognitive processing increasing with the progression of dementia. However little is known about this phenomenon in the pre-demented stages. Our purpose was to investigate cognitive slowing in pre-demented subjects and their ability to develop target detection skills while performing a cancellation task. The results on 16 pre-demented subjects and 32 matched controls show that cognitive slowing is already present 3 years before subjects fulfill dementia criteria, at a stage where errors are still not different between pre-demented and control subjects. Additionally, the two groups significantly improved their time performances all along the test suggesting that both groups including the pre-demented group were able to progressively acquire a target detection skill.

Aged↗

PubMed1999