Cognitive load in distributed and massed practice in virtual reality mastoidectomy simulation

TY - JOUR

T1 - Cognitive load in distributed and massed practice in virtual reality mastoidectomy simulation

AU - Andersen, Steven Arild Wuyts

AU - Mikkelsen, Peter Trier

AU - Konge, Lars

AU - Cayé-Thomasen, Per

AU - Sørensen, Mads Sølvsten

N1 - © 2015 The American Laryngological, Rhinological and Otological Society, Inc.

PY - 2016/2/1

Y1 - 2016/2/1

N2 - Objectives/Hypothesis Cognitive load theory states that working memory is limited. This has implications for learning and suggests that reducing cognitive load (CL) could promote learning and skills acquisition. This study aims to explore the effect of repeated practice and simulator-integrated tutoring on CL in virtual reality (VR) mastoidectomy simulation. Study Design Prospective trial. Methods Forty novice medical students performed 12 repeated virtual mastoidectomy procedures in the Visible Ear Simulator: 21 completed distributed practice with practice blocks spaced in time and 19 participants completed massed practice (all practices performed in 1 day). Participants were randomized for tutoring with the simulator-integrated tutor function. Cognitive load was estimated by measuring reaction time in a secondary task. Data were analyzed using linear mixed models for repeated measurements. Results The mean reaction time increased by 37% during the procedure compared with baseline, demonstrating that the procedure placed substantial cognitive demands. Repeated practice significantly lowered CL in the distributed practice group but not in massed practice group. In addition, CL was found to be further increased by 10.3% in the later and more complex stages of the procedure. The simulator-integrated tutor function did not have an impact on CL. Conclusion Distributed practice decreased CL in repeated VR mastoidectomy training more consistently than was seen in massed practice. This suggests a possible effect of skills and memory consolidation occurring over time. To optimize technical skills learning, training should be organized as time-distributed practice rather than as a massed block of practice, which is common in skills-training courses. Level of Evidence N/A. Laryngoscope, 126:E74-E79, 2016.

AB - Objectives/Hypothesis Cognitive load theory states that working memory is limited. This has implications for learning and suggests that reducing cognitive load (CL) could promote learning and skills acquisition. This study aims to explore the effect of repeated practice and simulator-integrated tutoring on CL in virtual reality (VR) mastoidectomy simulation. Study Design Prospective trial. Methods Forty novice medical students performed 12 repeated virtual mastoidectomy procedures in the Visible Ear Simulator: 21 completed distributed practice with practice blocks spaced in time and 19 participants completed massed practice (all practices performed in 1 day). Participants were randomized for tutoring with the simulator-integrated tutor function. Cognitive load was estimated by measuring reaction time in a secondary task. Data were analyzed using linear mixed models for repeated measurements. Results The mean reaction time increased by 37% during the procedure compared with baseline, demonstrating that the procedure placed substantial cognitive demands. Repeated practice significantly lowered CL in the distributed practice group but not in massed practice group. In addition, CL was found to be further increased by 10.3% in the later and more complex stages of the procedure. The simulator-integrated tutor function did not have an impact on CL. Conclusion Distributed practice decreased CL in repeated VR mastoidectomy training more consistently than was seen in massed practice. This suggests a possible effect of skills and memory consolidation occurring over time. To optimize technical skills learning, training should be organized as time-distributed practice rather than as a massed block of practice, which is common in skills-training courses. Level of Evidence N/A. Laryngoscope, 126:E74-E79, 2016.

U2 - 10.1002/lary.25449

DO - 10.1002/lary.25449

M3 - Journal article

C2 - 26153783

SN - 0023-852X

VL - 126

SP - E74-E79

JO - The Laryngoscope

JF - The Laryngoscope

IS - 2

ER -