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 Citations (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.

Original language	English
Journal	Academic Medicine
Volume	89
Issue number	9
Pages (from-to)	1287–1294
Number of pages	8
ISSN	1040-2446
DOIs	https://doi.org/10.1097/ACM.0000000000000373
Publication status	Published - Sept 2014

Keywords

Clinical Competence
Cognition
Computer Simulation
Cooperative Behavior
Coronary Angiography
Denmark
Education, Medical, Undergraduate
Female
Humans
Learning
Male
Models, Educational
Perception
Students, Medical

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10.1097/ACM.0000000000000373

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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.

In: Academic Medicine, Vol. 89, No. 9, 09.2014, p. 1287–1294.

Research output: Contribution to journal › Journal article › Research › 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, vol. 89, no. 9, pp. 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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AU - Sander, Mikael

AU - Jørgensen, Erik

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AU - Ringsted, Charlotte Vibeke

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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.

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KW - Humans

KW - Learning

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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

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Keywords

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