A Study of the Effect of Dyad Practice Versus That of Individual Practice on Simulation-Based Complex Skills Learning and of Students’ Perceptions of How and Why Dyad Practice Contributes to Learning

Räder, Sune B.E.W.; Henriksen, Ann-Helen; Butrymovich, Vitalij; Sander, Mikael; Jørgensen, Erik; Lönn, Lars; Ringsted, Charlotte

doi:10.1097/acm.0000000000000373

Cited by 46 publications

(52 citation statements)

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“…(3.5 hours) seems to be inversely related to the immediate gains in learning of the dyad participants. In the study by Shanks et al .,16 the dyad group demonstrated significantly greater pre‐ to post‐test gains than the single‐practice group, whereas there were no differences between groups in the present study and slightly worse performances in the dyad group in the study by Räder et al 17. The trade‐off between gains from dyad practice in terms of peer observation and shared information processing against the reduction in hands‐on experience may help to explain the reduced effects of dyad practice beyond initial training.…”

Section: Discussioncontrasting

confidence: 77%

“…Interestingly, the time allocated to dyad practice during simulation‐based training in the study by Shanks et al 16. (24 minutes), the present study (2 hours), and the study by Räder et al 17. (3.5 hours) seems to be inversely related to the immediate gains in learning of the dyad participants.…”

Section: Discussioncontrasting

confidence: 41%

“…Finally, we examined only the immediate effects of dyad practice on skills transfer and did not attempt to evaluate effects on skills retention. This has, however, been examined in several recent studies, in which no significant differences were found between dyad and single practice in the simulated setting after delays of 2–3 weeks 15, 16, 17, 36…”

Section: Discussionmentioning

confidence: 96%

“…Consequently, although dyad practice is as effective as individual practice during simulation‐based training, it does not guarantee equivalent skills transfer. The positive effects of dyad practice on confidence and metacognition reported in previous studies15, 17 indicate that dyad practice may actually improve the chances of successful skills transfer according to social cognitive theory 19, 22. However, the decreased amount of hands‐on experience may reduce dyad participants’ automaticity of skills during simulation‐based practice, which may impair subsequent skills transfer according to the motor skills learning literature 23, 24…”

Section: Introductionmentioning

confidence: 82%

“…However, the dyad group displayed greater pre‐ to post‐test gains than the single‐practice group without using additional practice time 16. Finally, a recent study involving virtual reality coronary angiography training did not demonstrate any significant differences in retention test performances between students who were allocated to individual or dyad practice 17. Consequently, there is increasing evidence that dyad practice improves efficiency for a wide range of clinical skills without compromising learning.…”

Section: Introductionmentioning

confidence: 91%

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The effect of dyad versus individual simulation‐based ultrasound training on skills transfer

et al. 2015

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ContextDyad practice may be as effective as individual practice during clinical skills training, improve students’ confidence, and reduce costs of training. However, there is little evidence that dyad training is non‐inferior to single‐student practice in terms of skills transfer.ObjectivesThis study was conducted to compare the effectiveness of simulation‐based ultrasound training in pairs (dyad practice) with that of training alone (single‐student practice) on skills transfer.MethodsIn a non‐inferiority trial, 30 ultrasound novices were randomised to dyad (n = 16) or single‐student (n = 14) practice. All participants completed a 2‐hour training programme on a transvaginal ultrasound simulator. Participants in the dyad group practised together and took turns as the active practitioner, whereas participants in the single group practised alone. Performance improvements were evaluated through pre‐, post‐ and transfer tests. The transfer test involved the assessment of a transvaginal ultrasound scan by one of two clinicians using the Objective Structured Assessment of Ultrasound Skills (OSAUS).ResultsThirty participants completed the simulation‐based training and 24 of these completed the transfer test. Dyad training was found to be non‐inferior to single‐student training: transfer test OSAUS scores were significantly higher than the pre‐specified non‐inferiority margin (delta score 7.8%, 95% confidence interval −3.8–19.6%; p = 0.04). More dyad (71.4%) than single (30.0%) trainees achieved OSAUS scores above a pre‐established pass/fail level in the transfer test (p = 0.05). There were significant differences in performance scores before and after training in both groups (pre‐ versus post‐test, p < 0.01) with large effect sizes (Cohen's d = 3.85) and no significant interactions between training type and performance (p = 0.59). The dyad group demonstrated higher training efficiency in terms of simulator score per number of attempts compared with the single‐student group (p = 0.03).ConclusionDyad practice improves the efficiency of simulation‐based training and is non‐inferior to individual practice in terms of skills transfer.

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Section: Discussioncontrasting

confidence: 77%

Section: Discussioncontrasting

confidence: 41%

Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 91%

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The effect of dyad versus individual simulation‐based ultrasound training on skills transfer

et al. 2015

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Dyad pedagogy in practical anatomy: A description of the implementation and student perceptions of an adaptive approach to cadaveric teaching

Cullinane

Barry

2022

Anatomical Sciences Ed

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Prior to the challenges imposed by the Covid‐19 pandemic, anatomy practical sessions at Trinity College Dublin involved eight to 10 students per donor station, rotating between digital learning, anatomical models/osteology, and dissection activities for three hours weekly. To maintain cadaveric participation in the anatomy laboratory while adhering to distancing guidelines, a transition to dyad pedagogy was implemented. This mode of delivery allowed two students per donor station to spend one hour per week in the anatomy laboratory with all digital learning elements transferred to the virtual learning platform Blackboard as pre‐ and post‐practical session learning activities. Dyad pedagogy has been explored in clinical settings and simulation procedural‐based training but is yet to be fully verified in anatomy education. To determine the effectiveness of hybrid practical sessions and reduced donor to student ratios, the opinions of first year medical students were examined using an online questionnaire with a 51% response rate. Although students recognized the merits of more time in the anatomy laboratory, including opportunities for self‐directed study and exposure to anatomical variation, they felt that having two students per station enabled sufficient hands‐on time with the donor body and fostered learning opportunities that would not be possible with larger groups. Strong preferences for quality time with the donor body supported by online resources suggests this modality should be a key consideration in course design for anatomy curricula and emphasizes the importance of gauging students' preferences to optimize satisfaction and learning output when pivoting to blended learning strategies in anatomy education.

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Learning from Collaboratively Playing with Simulation Models in Policy Making: An Experimental Evaluation in Fisheries Management

Stouten

Polet²,

Heene

et al. 2017

Syst. Res

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This article builds on earlier work that found that real‐world decision makers did not learn from playing with a high‐complexity simulation model designed as a learning laboratory for their decision‐making domain. The absence of clear learning effects was sought in the absence of collaboration with others during participants' interaction with the simulation model. Collaboration enables the participant to draw on their combined memory capacity and joint information processing abilities. The present study therefore investigates whether individual learning occurs if real‐world decision makers collaboratively play with high‐complex simulation models designed as learning laboratories for their decision‐making domain. No superior learning effects were found for collaborative play. As a result, this study provides additional support for collaborative learning not being more effective than individual learning in high‐complexity situations. Copyright © 2017 John Wiley & Sons, Ltd.

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A Study of the Effect of Dyad Practice Versus That of Individual Practice on Simulation-Based Complex Skills Learning and of Students’ Perceptions of How and Why Dyad Practice Contributes to Learning

Cited by 46 publications

References 45 publications

The effect of dyad versus individual simulation‐based ultrasound training on skills transfer

The effect of dyad versus individual simulation‐based ultrasound training on skills transfer

Dyad pedagogy in practical anatomy: A description of the implementation and student perceptions of an adaptive approach to cadaveric teaching

Learning from Collaboratively Playing with Simulation Models in Policy Making: An Experimental Evaluation in Fisheries Management

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