Handbook of Simulator-Based Training

Farmer, Eric; Rooij, John Van; Riemersma, J.B.J.; Moraal, Jan; Jorna, P.G.A.M.

doi:10.4324/9781315253671

Cited by 40 publications

(33 citation statements)

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“…A key focus for educators is achieving 'high fidelity' simulated educational experiences for their learners. In simulation, fidelity refers to the degree to which a simulated learning activity can accurately reproduce environmental and behavioural elements of the real world (Farmer, van Rooij, Riemersma, Joma, & Moraal, 1999). Indeed, there are many forms of fidelity discussed in the literature, including physical fidelity (degree of visual and spatial accuracy), psychological fidelity (degree of perceived realism) and task fidelity (degree to which tasks are realistic) (Maran & Glavin, 2003).…”

Section: Introductionmentioning

confidence: 99%

Sociological fidelity: keeping the patient at the heart of interprofessional learning

Thomas

Reeves

2015

Journal of Interprofessional Care

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Section: Introductionmentioning

confidence: 99%

Sociological fidelity: keeping the patient at the heart of interprofessional learning

Thomas

Reeves

2015

Journal of Interprofessional Care

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“…Refresher interventions are especially important for procedural skills, which are susceptible to skill decay even after short periods of non-use (Farmer et al 1999;Farr 1987). In the present studies, the participants were required to learn such a complex skill.…”

Section: Methodsmentioning

confidence: 99%

Is there one best way to support skill retention? Putting practice, testing and symbolic rehearsal to the test

Frank

Kluge

2018

Z. Arb. Wiss.

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While a great deal is already known about the effectiveness of training delivery methods, the effectiveness of methods to support skill retention has not yet been sufficiently examined. To address this gap, three studies with different task types were conducted, comprising a total of 240 participants (80 per study). Participants learned how to perform a simulated process control task, which served as a prototype for a setting prone to skill decay. The aim was to compare three refresher interventions (Practice, Testing, and Symbolic Rehearsal), which differ in their underlying theoretical rationale. Participants in all three studies learned a task in week 1 (Study 1: fixed-sequence task, Study 2: contingent-sequence task, Study 3: parallel-sequence task). In each study, participants were divided into four equal-sized groups, which received either no refresher intervention or one of the following three refresher interventions one week after initial training (week 2): Practice, Skill Test, Symbolic Rehearsal. After two weeks, they performed the task again without help (week 3). Independently of the task, refresher interventions reduced the number of mistakes, especially when a Practice refresher intervention was applied. The classical "testing effect" could not be replicated. Practical Relevance: Independently of the task, refresher interventions reduced the number of mistakes, especially when a Practice refresher intervention was applied. The classical "testing effect" could not be replicated. ZusammenfassungObwohl bereits vieles über die Wirksamkeit von Trainingsmethoden bekannt ist, wurde die Wirksamkeit von Methoden zur Unterstützung des Kompetenzerhalts noch nicht ausreichend untersucht. Um diese Lücke zu schließen, wurden drei Studien mit unterschiedlichen Aufgabentypen durchgeführt, die insgesamt 240 Teilnehmer (80 pro Studie) umfassten. Die Teilnehmenden lernten, wie man eine simulierte Prozesssteuerungsaufgabe ausführt, die prototypisch für Fertigkeiten ist, die, wenn sie nicht aufgefrischt werden, anfällig für Fertigkeitsverlust sind. Ziel war es, drei Refresher-Interventionen (Üben, Testen und symbolisches Wiederholen) zu vergleichen, die sich in den zugrunde liegenden theoretischen Prozessen unterscheiden. Die Teilnehmenden aller drei Studien lernten in der ersten Woche eine Aufgabe (Studie 1: Aufgabe mit fester Sequenz, Studie 2: Aufgabe mit bedingter Sequenz, Studie 3: Parallelsequenz-Aufgabe). In jeder Studie wurden die Teilnehmenden in vier vergleichbare Gruppen eingeteilt, die entweder eine keine Refresher-Intervention oder eine der folgenden drei Refresher-Interventionen eine Woche nach dem ersten Training (Woche 2) erhielten: Üben, Fertigkeitstest, symbolische Wiederholung. Nach zwei Wochen führten sie die Aufgabe erneut aber ohne Hilfe durch (Woche 3). Unabhängig von der Aufgabe reduzierten Refresher-Interventionen die Anzahl der Fehler, insbesondere bei erneuten Üben. Der "Test-Effekt" konnte nicht repliziert werden. Praktische Relevanz: Unabhängig von der Aufgabe reduzieren Refresher-Interventi...

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“…Previous research has found that refresher interventions support the retention of once-learned skills and are particularly important for procedural skills (Farmer, Van Rooij, Riemersma, Jorna, & Moraal, 1999;Kluge & Frank, 2014). A refresher intervention aims to re-establish a specific skill level that was acquired at the end of initial training.…”

Section: Refresher Interventions and Skill Retentionmentioning

confidence: 99%

Complex cognitive skill retention: The roles of general mental ability and refresher interventions in a simulated vocational setting

Frank

Kluge

2018

Computer Assisted Learning

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In organizations, the assessment of mental abilities is a common way to predict learning success. This paper analyses the effect of general mental ability on skill retention and examines the relationship between refresher interventions and general mental ability in terms of skill retention. Two hundred sixty‐six adult participants were trained to perform a complex cognitive skill in a simulated chemical processing plant (Week 1). After 1 week, 158 participants received intermediate computer‐assisted refresher intervention training in which the skill was applied (Week 2; 108 received no intervention). Finally, participants had to recall (perform) the learned skill after 2 weeks (Week 3). Results show that general mental ability alone affects skill retention with small effect sizes and that refresher interventions affect skill retention positively for low and high general mental ability levels. The findings suggest that persons with low and high general mental abilities benefit equally from refresher interventions in order to maintain complex cognitive skills.

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Handbook of Simulator-Based Training

Cited by 40 publications

References 0 publications

Sociological fidelity: keeping the patient at the heart of interprofessional learning

Sociological fidelity: keeping the patient at the heart of interprofessional learning

Is there one best way to support skill retention? Putting practice, testing and symbolic rehearsal to the test

Complex cognitive skill retention: The roles of general mental ability and refresher interventions in a simulated vocational setting

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