Varied Practice in Laparoscopy Training: Beneficial Learning Stimulation or Cognitive Overload?

Spruit, Edward N.; Kleijweg, Luca; Band, Guido P. H.; Hamming, Jaap F.

doi:10.3389/fpsyg.2016.00685

Cited by 13 publications

(9 citation statements)

References 32 publications

(39 reference statements)

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“…That is to say, SNP may produce too much cognitive load to keep in working memory all the system elements (i.e. cognitive overload), which is in line with the previous studies that cognitive overload may result in a low learning outcome (Moos & Pitton, 2014; Spruit et al., 2016). Meanwhile, although SP (M = 5.93, SD = .197) and NSNP (M = 6.27, SD = .199) made the students maintain a lowest cognitive load, a middle-range troubleshooting performance was achieved.…”

Section: Discussionsupporting

confidence: 87%

Troubleshooting to Learn via Scaffolds: Effect on Students’ Ability and Cognitive Load in a Robotics Course

Zhong

Si²

2020

Journal of Educational Computing Research

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Studies have indicated the importance of scaffolding in the problem-solving process, as well as the potential of integrating learning content into the troubleshooting tasks. However, few have explored in depth the learning process during troubleshooting via scaffolds while also taking students' cognitive load into account. To address this issue, four kinds of scaffolds (with/without process information plus with/without solution) were set up during three learning phases (Introductory, Mastery, Applicable) in a robotics course. A total of 171 seventh graders participated in the course and learned by troubleshooting with different scaffolds. An experiment with 4 × 3 mixed design was employed to evaluate students' troubleshooting performance (higher-order ability), cognitive load and programming skill (lower-order ability). Across the three learning phases, the scaffold with process information while without solution, was always more effective for students’ higher-order ability compared to the other scaffolds. However, there was no significant difference in the low-order ability among the four scaffolds in the Applicable Phase. Results confirmed that the expertise-reversal effect of learning scaffold would appear in the students’ lower-order ability cultivation, but not the higher-order ability. This is a new finding for deeper insights into learning scaffolds with process information.

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Section: Discussionsupporting

confidence: 87%

Troubleshooting to Learn via Scaffolds: Effect on Students’ Ability and Cognitive Load in a Robotics Course

Zhong

Si²

2020

Journal of Educational Computing Research

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“…Besides this limitation, it is possible that the different shooting positions were not challeng ing enough to characterize a high contextual interfer ence protocol, as the isometric control of upper limbs is similar when shooting in standing, sitting, and lying. Nevertheless, our results are in accordance with Brady [8], also agreeing with other experimental research that did not find better learning of complex motor skills in practices with higher contextual interference [5,11].…”

Section: A Phase Effect Was Verified (Fsupporting

confidence: 93%

“…Other recent research, also comparing motor skills acquisition with cI manipulation [5,6,7,11], did not verify positive results for random practice. Even though the task was very simple (two sequences of finger tapping) in the Neville and trempe study [6], the varied practice group was not superior to the blocked group when analyzing retention tests.…”

Section: A Phase Effect Was Verified (Fmentioning

confidence: 76%

“…Even though the task was very simple (two sequences of finger tapping) in the Neville and trempe study [6], the varied practice group was not superior to the blocked group when analyzing retention tests. Sattelmeyer et al, in a systematic review [7], and Spruit et al, in their study [11], investigated surgical medical skill learning, while the study by carter and Grahn [5] analyzed music playing with a clarinet. None verified better outcomes with random practice.…”

Section: A Phase Effect Was Verified (Fmentioning

confidence: 99%

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Contextual interference effects on motor skill acquisition, retention and transfer in sport rifle shooting

Moretto¹,

Marcori²,

Okazaki³

2018

Hum Mov.

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Purpose. Motor learning is the response to a new experience or practice of a skill that results in the production of a new motor skill. the contextual interference (cI) effect is a learning effect which describes the benefits of interference during practice as improved skill retention and skill transfer. though it is an established phenomenon, the efficacy of cI has not yet been proven in complex motor tasks. therefore, the purpose of this study was to analyze the cI effect on motor skill acquisition, retention, and transfer in sport rifle shooting. Methods. 32 subjects were equally divided into two practice groups: high contextual interference (HcI) and low contextual interference (LcI). Four blocks of thirty shots were performed 10 meters from the target. three positions (standing, sitting, and lying down) were used to manipulate the cI effect. the HcI group changed positions before each shot, while the LcI group shot 10 times in the same position before changing to the next one. All conditions were randomized between groups and subjects. One week after the 120 acquisition shots, retention and transfer (15 and 25 meters from the target) tests were carried out. Results. Accuracy between groups during the acquisition phase, retention test results, and transfer test results were similar between groups. therefore, the cI effect was not observed in any of the phases of motor learning in sport rifle shooting. Conclusions. It is possible these results are associated with the amount of practice, level of cI used, and complex charac teristic of the task.

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“…The set of processes encompassing skill acquisition and motor adaptation brings about a relatively permanent change in a person’s behavior and is known as motor learning (Nieuwboer, Rochester, Müncks, & Swinnen, 2009; Schmidt, Lee, Winstein, Wulf, & Zelaznik, 2018). The principles of motor learning are also applicable to learning laparoscopic skills (Spruit et al, 2016). Numerous methods are available for learning laparoscopic skills, such as training using animal models, simple box trainers, and virtual reality (VR) based trainers (Palter, Orzech, Aggarwal, Okrainec, & Grantcharov, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Unilateral Transcranial Direct Current Stimulation on Unimanual Laparoscopic Peg-Transfer Task

Hadi

Umbreen²,

Anwar³

et al. 2021

Preprint

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Introduction: Efficient training methods are required for laparoscopic surgical skills training to reduce the time needed for proficiency. Transcranial direct current stimulation (tDCS) is widely used to enhance motor skill acquisition and can be used to supplement the training of laparoscopic surgical skill acquisition. The aim of this study was to investigate the effect of anodal tDCS over the primary motor cortex (M1) on the performance of a unimanual variant of the laparoscopic peg-transfer task. Methods: Fifteen healthy subjects participated in this randomized, double-blinded crossover study involving an anodal tDCS and a sham tDCS intervention separated by 48 hours. On each intervention day, subjects performed a unimanual variant of laparoscopic peg-transfer task in three sessions (baseline, tDCS, post-tDCS). The tDCS session consisted of 10 minutes of offline tDCS followed by 10 minutes of online tDCS. The scores based on the task completion time and the number of errors in each session were used as a primary outcome measure. A linear mixed-effects model was used for the analysis. Results: We found that the scores increased over sessions (p<0.001). However, we found no effects of stimulation (anodal tDCS vs. sham tDCS) and no interaction of stimulation and sessions. Conclusion: This study suggests that irrespective of the type of current stimulation (anodal and sham) over M1, there was an improvement in the performance of the unimanual peg-transfer task, implying that there was motor learning over time. The results would be useful in designing efficient training paradigms and further investigating the effects of tDCS on laparoscopic peg-transfer tasks.

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Varied Practice in Laparoscopy Training: Beneficial Learning Stimulation or Cognitive Overload?

Cited by 13 publications

References 32 publications

Troubleshooting to Learn via Scaffolds: Effect on Students’ Ability and Cognitive Load in a Robotics Course

Troubleshooting to Learn via Scaffolds: Effect on Students’ Ability and Cognitive Load in a Robotics Course

Contextual interference effects on motor skill acquisition, retention and transfer in sport rifle shooting

The Effects of Unilateral Transcranial Direct Current Stimulation on Unimanual Laparoscopic Peg-Transfer Task

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