Attentional selectivity, automaticity, and self-efficacy predict simulator-acquired skill transfer to the clinical environment

Anton, Nicholas E.; Mizota, Tomoko; Timsina, Lava; Whiteside, Jake; Myers, Erinn M.; Bacon, Simon L.

doi:10.1016/j.amjsurg.2018.11.028

Cited by 7 publications

(3 citation statements)

References 25 publications

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“…To address these concerns, many researchers have attempted to predict how candidates will work under pressure by defining the ideal psychological states, traits, characteristics, behaviours, and/or coping strategies of practicing surgeons [ 30 – 38 ]. However, the results have ultimately lacked clarity, consistency, and an objective and reliable connection with technical skill [ 39 , 40 ].…”

Section: Perceived Demandsmentioning

confidence: 99%

Aptitude and attitude: predictors of performance during and after basic laparoscopic skills training

et al. 2021

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Background Manual dexterity and visual-spatial ability are considered key to the development of superior laparoscopic skills. Nevertheless, these abilities do not reliably explain all the variance found in the technical performance of surgical trainees. Consequently, we must look beyond these abilities to improve our understanding of laparoscopic skills and to better identify/develop surgical potential earlier on. Purpose To assess the individual and collective impact of physical, cognitive, visual, and psychological variables on performance during and after basic simulation-based laparoscopic skills training. Method Thirty-four medical students (laparoscopic novices) completed a proficiency-based laparoscopic skills training program (using either a 2D or 3D viewing mode). This was followed by one testing session, a follow-up testing session with new (yet similar) tasks, and a series of physical, cognitive, visual, and psychological measures. Results The statistical models that best predicted variance in training performance metrics included four variables: viewingmode (2D vs 3D), psychologicalflexibility, perceivedtaskdemands, and manualdexterity (bimanual). In subsequent testing, a model that included viewingmode and manualdexterity (assembly) best predicted performance on the pre-practiced tasks. However, for a highly novel, spatially complex laparoscopic task, performance was best predicted by a model that comprised viewingmode, visual-spatialability, and perceivedtaskdemands. At follow-up, manualdexterity (assembly) alone was the best predictor of performance on new (yet similar) tasks. Conclusion By focussing exclusively on physical/cognitive abilities, we may overlook other important predictors of surgical performance (e.g. psychological variables). The present findings suggest that laparoscopic performance may be more accurately explained through the combined effects of physical, cognitive, visual, and psychological variables. Further, the results suggest that the predictors may change with both task demands and the development of the trainee. This study highlights the key role of psychological skills in overcoming initial training challenges, with far-reaching implications for practice.

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Section: Perceived Demandsmentioning

confidence: 99%

Aptitude and attitude: predictors of performance during and after basic laparoscopic skills training

et al. 2021

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“…Residents also rehearsed mental skills as part of an ongoing effort within the IU School of Medicine Department of Surgery to employ mental imagery techniques to enhance skill acqisition. 8,21–26 Additionally, each resident met with a surgical faculty coach to go over one of their own recorded LCs to identify individual performance strengths and areas for improvement. At the end of the month, resident performance was assessed with the same assessment battery used at the beginning of the rotation.…”

Section: Methodsmentioning

confidence: 99%

A Competency-based Laparoscopic Cholecystectomy Curriculum Significantly Improves General Surgery Residents’ Operative Performance and Decreases Skill Variability

et al. 2021

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Objective: To demonstrate the feasibility of implementing a CBE curriculum within a general surgery residency program and to evaluate its effectiveness in improving resident skill. Summary of Background Data: Operative skill variability affects residents and practicing surgeons and directly impacts patient outcomes. CBE can decrease this variability by ensuring uniform skill acquisition. We implemented a CBE LC curriculum to improve resident performance and decrease skill variability. Methods: PGY-2 residents completed the curriculum during monthly rotations starting in July 2017. Once simulator proficiency was reached, residents performed elective LCs with a select group of faculty at 3 hospitals. Performance at curriculum completion was assessed using LC simulation metrics and intraoperative operative performance rating system scores and compared to both baseline and historical controls, comprised of rising PGY-3s, using a 2-sample Wilcoxon rank-sum test. PGY-2 group's performance variability was compared with PGY-3s using Levene robust test of equality of variances; P < 0.05 was considered significant.Results: Twenty-one residents each performed 17.52 ± 4.15 consecutive LCs during the monthly rotation. Resident simulated and operative performance increased significantly with dedicated training and reached that of more experienced rising PGY-3s (n = 7) but with significantly decreased variability in performance (P = 0.04). Conclusions: Completion of a CBE rotation led to significant improvements in PGY-2 residents' LC performance that reached that of PGY-3s and decreased performance variability. These results support wider implementation of CBE in resident training.

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“…Considering that most students tend to be overconfident about their capabilities, determining self-efficacy can also offer an opportunity for students to increase their self-awareness. Previous studies have shown that positive self-efficacy perceptions increase student success in education [ 3 ]; students’ academic self-efficacy beliefs ensure more engaging and effective teaching [ 4 ]; measuring self-efficacy can help to identify the students who need additional training [ 5 ]. Since health profession education requires having clinical skills and knowledge to gain certain objectives, including cognitive, affective, and psychomotor domains [ 6 , 7 ] and the ability to cope with difficult situations, researchers have also investigated the relationship between self-efficacy and pathology students’ clinical skills [ 8 ], medicals students’ OSCE (Objective Structured Clinical Examination) performances [ 9 ], dental students’ orthodontic clinical skills [ 10 ], and nursing students’ confidence [ 11 ].…”

Section: Introductionmentioning

confidence: 99%

Adaptation of a short and universal learning self-efficacy scale for clinical skills in Turkish

2022

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Background The performance of a clinical task depends on an individual’s skills, knowledge, and beliefs. However, there is no reliable and valid tool for measuring self-efficacy beliefs toward clinical skills in the Turkish language. This research work aims to study the linguistic equivalence, validity, and reliability of a Self-Efficacy Scale for Clinical Skills (L-SES). Materials and methods After reaching the original item pool of the scale, applying both forward and backward translation processes, and collecting responses of 11 experts from health professional sciences and educational sciences, the translation and adoption processes were completed. We randomly divided 651 medical students’ responses to a 15-item questionnaire into two datasets and conducted exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) analyses. Results CFA validated the three-factor model, and the model fit indexes were found to have acceptable values. The item factor loads ranged from .34 to .84, and items in the scale explained 47% of the total variance. Cronbach’s alpha (.91), Spearman-Brown (.88), and Guttman Split-Half (.88) coefficients obtained within the scope of internal consistency reliability demonstrated that the scale had the desired internal consistency. Conclusion The Turkish version of the short and universal learning self-efficacy scale for clinical skills questionnaire is a valid and reliable scale for measuring medical students’ self-efficacy for clinical skills. Adopted questionnaires may have different factor structures when applied to two different cultures. We also discussed this issue as a hidden pattern in our study.

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Attentional selectivity, automaticity, and self-efficacy predict simulator-acquired skill transfer to the clinical environment

Cited by 7 publications

References 25 publications

Aptitude and attitude: predictors of performance during and after basic laparoscopic skills training

Aptitude and attitude: predictors of performance during and after basic laparoscopic skills training

A Competency-based Laparoscopic Cholecystectomy Curriculum Significantly Improves General Surgery Residents’ Operative Performance and Decreases Skill Variability

Adaptation of a short and universal learning self-efficacy scale for clinical skills in Turkish

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