Investigating an errorless learning approach for developing dental operative technique skills: A pilot study

Winning, T.; Malhotra, Neha; Masters, Rich S. W.

doi:10.1111/eje.12383

Cited by 5 publications

(7 citation statements)

References 42 publications

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“…The efficacy of these various approaches for learning motor skills has been demonstrated in dentistry. For example, in restorative dentistry, using a procedure to reduce the production of errors (i.e., errorless learning: learning from simple to complex task), has been shown to result in significantly higher levels of performance during both learning and testing phases compared with learning explicitly via increasing errors (errorful: from complex to simple task) [6,13]. Errorless (implicit) learning is thought to result in motor skill performance that does not require working memory resources.…”

Section: Implicit and Explicit Learningmentioning

confidence: 99%

“…Indeed, a core principle of implicit learning approaches is to develop learning protocols that minimize hypothesis testing and prevent participants learning from their errors [64]. Despite the increasing body of evidence supporting implicit approaches of motor task learning, most of these studies were related to simple gross motor learning (e.g., sports) [7,57,64] compared to a limited number of studies addressing complex fine motor tasks used in medicine and dentistry [6,13].…”

Section: Implicit and Explicit Learningmentioning

confidence: 99%

“…However, there has only been limited research conducted in relation to the design of the most effective and efficient methods for learning the complex cognitive and fine motor skills required for patient care in dentistry [1,[4][5][6]. Similarly, there are few publications discussing the rationale and design of simulation and clinical endodontic learning activities [7][8][9].…”

Section: Introductionmentioning

confidence: 99%

“…Other than investigation of the design and diameter of hand file handles and the effect of the fit of gloves on performance [10][11][12], there has been limited use of learning theories to explicitly inform the design of simulation and clinical dental learning activities [6,[13][14][15]. The purpose of this review is to explore the available body of knowledge related to learning motor skills in dentistry.…”

Section: Introductionmentioning

confidence: 99%

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Understanding Motor Skill Learning as Related to Dentistry

2021

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Learning dental procedures is a complex task involving the development of fine motor skills. The reported use of theories and/or evidence for designing learning activities to develop the fine motor skills needed for dental practice is limited. The aim of this review is to explore the available body of knowledge related to learning motor skills relevant to dentistry. Evidence from studies investigating motor skill learning highlights the negative impact of self-focus and self-regulation on learning outcomes, particularly during the early stages of learning. The development of activities and schedules that enable novices to demonstrate characteristics similar to experts, without the reported long period of ‘deliberate practice’, is clearly of value. Outcomes of learning implicitly are important in dentistry because working under stressful conditions is common, either during undergraduate study or in practice. It is suggested that learning implicitly in the simulation stage can reduce disrupted performance when transitioning to clinical settings. Therefore, further investigation of effective methods for learning dental fine motor skills is indicated, using approaches that result in robust performance, even under stressful conditions.

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Section: Implicit and Explicit Learningmentioning

confidence: 99%

Section: Implicit and Explicit Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Understanding Motor Skill Learning as Related to Dentistry

2021

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“…It is indeed reported that insufficient incisal reduction is one of the most frequent problems encountered during training (Christensen, 2007;Syed, Al-Moaleem, & Shariff, 2016). A recent strategy to improve quality of training proposes to concentrate on individual tasks, during initial learning, in order to reduce attention demands and increase knowledge recall (Winning, Malhotra, & Masters, 2018).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the use of a guided bur during preclinical teaching of tooth preparation: A pilot study

Yee

Richert

Viguié

et al. 2019

Clinical & Exp Dental Res

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ObjectivesAn innovative calibrated bur, aiming to improve precision during reduction of the incisal edge, was recently proposed to guide practitioners during tooth preparation. However, limited information is available concerning its usefulness in dental preclinical education. The aim of this study was to evaluate whether using this innovative guided bur improves learning experience quality and the performance of students during tooth preparation.Material and methodsAfter having provided written consent, 60 second‐year students were divided into two groups. One group used a 1‐mm rounded bur to perform depth grooves, whereas the second group used the innovative guided bur, consisting in a 2‐mm‐depth marker with a stopping surface. Once the grooves were obtained, they were then connected using the same wheel bur in both groups. The aim was to obtain a final 2‐mm reduction of the incisal edge. Quality of the learning experience (stress level, motivation to restart, self‐evaluation of the preparation, and difficulty) was quantified using a visual analog scale. Duration of the procedure was also measured in both groups. 3D measurements for each tooth were performed using an STL comparison software.ResultsThere were no significant differences between groups in terms of stress and self‐evaluation of the preparation. Students in the guided bur group reported significantly lower perception of exercise difficulty (p < .001) and significantly higher motivation to restart the procedure (p < .001). The guided bur group performed the procedure in 16.4% less time than the rounded bur group. The use of the guided bur led to a 23% over‐reduction, whereas the use of the rounded bur led to a 10% under‐reduction.ConclusionsOverall, the present study shows that the guided bur provides significant improvement in the student's learning experience with increased motivation and decreased perception of difficulty. It shortens the duration of procedure performance, but it also induces a reduction in preparation accuracy.

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Learning new gait patterns is enhanced by specificity of training rather than progression of task difficulty

Krishnan

Dharia

Augenstein

et al. 2019

Journal of Biomechanics

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The use of motor learning strategies may enhance rehabilitation outcomes of individuals with neurological injuries (e.g., stroke or cerebral palsy). A common strategy to facilitate learning of challenging tasks is to use sequential progression-i.e., initially reduce task difficulty and slowly increase task difficulty until the desired difficulty level is reached. However, the evidence related to the use of such sequential progressions to improve learning is mixed for functional skill learning tasks, especially considering situations where practice duration is limited. Here, we studied the benefits of sequential progression using a functional motor learning task that has been previously used in gait rehabilitation. Three groups of participants (N=43) learned a novel motor task during treadmill walking using different learning strategies. Participants in the specific group (n=21) practiced only the criterion task (i.e., matching a target template that was scaled-up by 30%) throughout the training. Participants in the sequential group (n=11) gradually progressed to the criterion task (from 3% to 30% in increments of 3%), whereas participants in the random group (n=11) started at 3% and progressed in random increments (involving both increases and decreases in task difficulty) to the criterion task. At the end of training, kinematic tracking performance on the criterion task was evaluated in all participants both with and without visual feedback. Results indicated that the tracking error was significantly lower in the specific group, and no differences were observed between the sequential and the random progression groups. The findings indicate

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Investigating an errorless learning approach for developing dental operative technique skills: A pilot study

Abstract: These preliminary findings suggest handpiece skills can be acquired implicitly via errorless learning, and it is less attentionally demanding than errorful learning, as evident by maintenance of preparation performance when processing additional relevant instructions and multitasking.

Cited by 5 publications

References 42 publications

Understanding Motor Skill Learning as Related to Dentistry

Understanding Motor Skill Learning as Related to Dentistry

Evaluation of the use of a guided bur during preclinical teaching of tooth preparation: A pilot study

Learning new gait patterns is enhanced by specificity of training rather than progression of task difficulty

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