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

Sune Bernd Emil Werner Räder; Ann-Helen Henriksen; Vitalij Butrymovich; Mikael Sander; Erik Jørgensen; Lars Lönn; Charlotte Vibeke Ringsted

doi:10.1097/ACM.0000000000000373

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

Sune Bernd Emil Werner Räder, Ann-Helen Henriksen, Vitalij Butrymovich, Mikael Sander, Erik Jørgensen, Lars Lönn, Charlotte Vibeke Ringsted

27 Citationer (Scopus)

Abstract

PURPOSE: The aims of this study were (1) to explore the effectiveness of dyad practice compared with individual practice on a simulator for learning a complex clinical skill and (2) to explore medical students' perceptions of how and why dyad practice on a simulator contributes to learning a complex skill.

METHOD: In 2011, the authors randomly assigned 84 medical students to either the dyad or the individual practice group to learn coronary angiography skills using instruction videos and a simulator. Two weeks later, participants each performed two video-recorded coronary angiographies on the simulator. Two raters used a rating scale to assess the participants' video-recorded performance. The authors then interviewed the participants in the dyad practice group.

RESULTS: Seventy-two (86%) participants completed the study. The authors found no significant difference between the performance scores of the two groups (mean±standard deviation, 68%±13% for individual versus 63%±16% for dyad practice; P=.18). Dyad practice participants noted that several key factors contributed to their learning: being equal-level novices, the quality of the cooperation between partners, observational learning and overt communication, social aspects and motivation, and meta-cognition.

CONCLUSIONS: Dyad practice is more efficient and thus more cost-effective than individual practice and can be used for costly virtual reality simulator training. However, dyad practice may not apply to clinical training involving real patients because learning from errors and overt communication, both keys to dyad practice, do not transfer to clinical practice.

Originalsprog	Engelsk
Tidsskrift	Academic Medicine
Vol/bind	89
Udgave nummer	9
Sider (fra-til)	1287–1294
Antal sider	8
ISSN	1040-2446
DOI	https://doi.org/10.1097/ACM.0000000000000373
Status	Udgivet - sep. 2014

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10.1097/ACM.0000000000000373

Citationsformater

Räder, S. B. E. W., Henriksen, A-H., Butrymovich, V., Sander, M., Jørgensen, E., Lönn, L., & Ringsted, C. V. (2014). 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. Academic Medicine, 89(9), 1287–1294. https://doi.org/10.1097/ACM.0000000000000373

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 Bernd Emil Werner; Henriksen, Ann-Helen; Butrymovich, Vitalij et al.

I: Academic Medicine, Bind 89, Nr. 9, 09.2014, s. 1287–1294.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

Räder, SBEW, Henriksen, A-H, Butrymovich, V, Sander, M, Jørgensen, E, Lönn, L & Ringsted, CV 2014, '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', Academic Medicine, bind 89, nr. 9, s. 1287–1294. https://doi.org/10.1097/ACM.0000000000000373

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abstract = "PURPOSE: The aims of this study were (1) to explore the effectiveness of dyad practice compared with individual practice on a simulator for learning a complex clinical skill and (2) to explore medical students' perceptions of how and why dyad practice on a simulator contributes to learning a complex skill.METHOD: In 2011, the authors randomly assigned 84 medical students to either the dyad or the individual practice group to learn coronary angiography skills using instruction videos and a simulator. Two weeks later, participants each performed two video-recorded coronary angiographies on the simulator. Two raters used a rating scale to assess the participants' video-recorded performance. The authors then interviewed the participants in the dyad practice group.RESULTS: Seventy-two (86%) participants completed the study. The authors found no significant difference between the performance scores of the two groups (mean±standard deviation, 68%±13% for individual versus 63%±16% for dyad practice; P=.18). Dyad practice participants noted that several key factors contributed to their learning: being equal-level novices, the quality of the cooperation between partners, observational learning and overt communication, social aspects and motivation, and meta-cognition.CONCLUSIONS: Dyad practice is more efficient and thus more cost-effective than individual practice and can be used for costly virtual reality simulator training. However, dyad practice may not apply to clinical training involving real patients because learning from errors and overt communication, both keys to dyad practice, do not transfer to clinical practice.",

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author = "R{\"a}der, {Sune Bernd Emil Werner} and Ann-Helen Henriksen and Vitalij Butrymovich and Mikael Sander and Erik J{\o}rgensen and Lars L{\"o}nn and Ringsted, {Charlotte Vibeke}",

year = "2014",

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doi = "10.1097/ACM.0000000000000373",

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pages = "1287–1294",

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AU - Räder, Sune Bernd Emil Werner

AU - Henriksen, Ann-Helen

AU - Butrymovich, Vitalij

AU - Sander, Mikael

AU - Jørgensen, Erik

AU - Lönn, Lars

AU - Ringsted, Charlotte Vibeke

PY - 2014/9

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N2 - PURPOSE: The aims of this study were (1) to explore the effectiveness of dyad practice compared with individual practice on a simulator for learning a complex clinical skill and (2) to explore medical students' perceptions of how and why dyad practice on a simulator contributes to learning a complex skill.METHOD: In 2011, the authors randomly assigned 84 medical students to either the dyad or the individual practice group to learn coronary angiography skills using instruction videos and a simulator. Two weeks later, participants each performed two video-recorded coronary angiographies on the simulator. Two raters used a rating scale to assess the participants' video-recorded performance. The authors then interviewed the participants in the dyad practice group.RESULTS: Seventy-two (86%) participants completed the study. The authors found no significant difference between the performance scores of the two groups (mean±standard deviation, 68%±13% for individual versus 63%±16% for dyad practice; P=.18). Dyad practice participants noted that several key factors contributed to their learning: being equal-level novices, the quality of the cooperation between partners, observational learning and overt communication, social aspects and motivation, and meta-cognition.CONCLUSIONS: Dyad practice is more efficient and thus more cost-effective than individual practice and can be used for costly virtual reality simulator training. However, dyad practice may not apply to clinical training involving real patients because learning from errors and overt communication, both keys to dyad practice, do not transfer to clinical practice.

AB - PURPOSE: The aims of this study were (1) to explore the effectiveness of dyad practice compared with individual practice on a simulator for learning a complex clinical skill and (2) to explore medical students' perceptions of how and why dyad practice on a simulator contributes to learning a complex skill.METHOD: In 2011, the authors randomly assigned 84 medical students to either the dyad or the individual practice group to learn coronary angiography skills using instruction videos and a simulator. Two weeks later, participants each performed two video-recorded coronary angiographies on the simulator. Two raters used a rating scale to assess the participants' video-recorded performance. The authors then interviewed the participants in the dyad practice group.RESULTS: Seventy-two (86%) participants completed the study. The authors found no significant difference between the performance scores of the two groups (mean±standard deviation, 68%±13% for individual versus 63%±16% for dyad practice; P=.18). Dyad practice participants noted that several key factors contributed to their learning: being equal-level novices, the quality of the cooperation between partners, observational learning and overt communication, social aspects and motivation, and meta-cognition.CONCLUSIONS: Dyad practice is more efficient and thus more cost-effective than individual practice and can be used for costly virtual reality simulator training. However, dyad practice may not apply to clinical training involving real patients because learning from errors and overt communication, both keys to dyad practice, do not transfer to clinical practice.

KW - Clinical Competence

KW - Cognition

KW - Computer Simulation

KW - Cooperative Behavior

KW - Coronary Angiography

KW - Denmark

KW - Education, Medical, Undergraduate

KW - Female

KW - Humans

KW - Learning

KW - Male

KW - Models, Educational

KW - Perception

KW - Students, Medical

U2 - 10.1097/ACM.0000000000000373

DO - 10.1097/ACM.0000000000000373

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SN - 1040-2446

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SP - 1287

EP - 1294

JO - Academic Medicine

JF - Academic Medicine

IS - 9

ER -

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

Abstract

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