Analysis of part-task training using the backward-transfer technique.

Goettl, Barry P.; Shute, Valerie J.

doi:10.1037/1076-898x.2.3.227

Cited by 22 publications

(27 citation statements)

References 28 publications

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“…Previous research has highlighted that part-task training is an effective method to train complex manual control and tracking tasks because training on individual components of a complex skill improves performance on the whole task (Goettl & Shute, 1996). The component fluency hypothesis by Carlson, Khoo and Elliot (1990) supports this idea.…”

Section: Introductionsupporting

confidence: 67%

“…In the Goettl and Shute (1996) experiments an initial advantage for whole-task training was found. Whole-task training was more efficient than part-task training with regard to speed measures.…”

Section: Introductionmentioning

confidence: 95%

“…There has been a long unresolved debate over which method is more efficient for overall performance. Part-task training is thought to allow individuals to develop component skills that can transfer to the whole task without obstructing cognitive demands needed for the whole-task, however, the advantages of part-task training have only received moderate empirical support and in numerous studies whole-task training has been more effective (Goettl and Shute, 1996). It was discussed in a review by Stammers (1982) that the range of tasks so far has been limited and it is unacceptable as yet to make any generalisations about part or whole task training.…”

Section: Introductionmentioning

confidence: 99%

“…Part-task training effectiveness depends on the interactions among components (Goettl & Shute, 1996). Blum and Naylor (1968) previously addressed the issue of interrelatedness of components tasks.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing decision performance

Dror¹

2002

PsycEXTRA Dataset

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Section: Introductionsupporting

confidence: 67%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Enhancing decision performance

Dror¹

2002

PsycEXTRA Dataset

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“…Rather than simulate an entire procedure or clinical encounter, the constituent components of the task can be simulated and rehearsed, so-called part-task training (PTT). There is some evidence, primarily from psychological literature, that PTT improves the rate of skill acquisition when properly integrated into a learning framework, [16][17][18] although there is less specific evidence for medical procedures. Arterial and venous access and closure lend themselves well to this format of training as they are discrete steps in interventional practice.…”

Section: Part-task Training Simulatorsmentioning

confidence: 99%

Simulator Training in Interventional Cardiology

Joshi¹,

Wragg²

2016

Interventional Cardiology Review

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Simulator training provides the opportunity to acquire and practise technical skills in a safe, controlled and reproducible environment without the risk of harming patients. Although there is no evidence to prove that patient outcomes are worse if trainees undertake interventional procedures, there is an inevitable concern that procedures may not be as safe or successful if undertaken by doctors in training. 1,2 Experiential training in the workplace exposes patients to the theoretical risks of the learning curve of trainees, especially in the radial era. 3 Further, as catheter laboratory (cath lab) scheduling time is precious, having trainees undertaking procedures that inevitably take longer can be difficult to justify when the focus is on lab efficiency. Simulator training has the potential to offer focussed training opportunities that allow both the time and space to develop interventional skills. 4 These skills can then be analysed and critiqued without any risk of patient harm or impact on the cath lab schedule.Enthusiasm for simulation training has increased dramatically over recent years because advances in technology have allowed the delivery of authentic simulated training opportunities.Despite a broad body of evidence supporting the use of simulation in medicine, there are still some concerns when this evidence is extrapolated to less studied specialties. 5 Simulation training enhances learning, especially when used alongside traditional, apprentice models of training, and it is now increasingly recognised in cardiology and interventional training programs. 6,7 In interventional cardiology the evidence and experience of simulation continues to grow, although presently there are no studies that have documented a positive effect on patient outcomes.As mentioned, many healthcare settings have restricted the weekly working hours for doctors in training due to an increasing demand on cath lab schedules. 8,9 Institutions are becoming risk averse and often limit training opportunities through fear that patient outcomes might be lowered when procedures are undertaken by doctors in training. 1These two factors reduce exposure to practical procedures thus weakening the skills and experience of future specialists. Experience is an essential component of becoming an independent operator.Solutions are therefore required to enhance and increase training opportunities and simulation is one of the most useful practical options. Supervised simulated training experiences away from the bedside in a controlled, authentic environment will allow trainees to explore and develop techniques and consolidate their learning without exposing patients to risk, as has been seen in other medical specialties. The Role of Simulation in Other Medical SpecialtiesSimulation is a long established form of medical training. 10 The early cardio-pulmonary resuscitation dolls are a simple but effective way of delivering the core elements of resuscitation training by providing a safe environment to practise and rehearse tasks, algorithms and al...

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Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

2005

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Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by biological evolution. The article discusses recent developments in CLT related to the current view in instructional design that real-life tasks should be the driving force for complex learning. First, the complexity, or intrinsic cognitive load, of such tasks is often high so that new methods are needed to manage cognitive load. Second, complex learning is a lengthy process requiring learners' motivational states and levels of expertise development to be taken into account. Third, this perspective requires more advanced methods to measure expertise and cognitive load so that instruction can be flexibly adapted to individual learners' needs. Experimental studies are reviewed to illustrate these recent developments. Guidelines for future research are provided.

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Analysis of part-task training using the backward-transfer technique.

Cited by 22 publications

References 28 publications

Enhancing decision performance

Enhancing decision performance

Simulator Training in Interventional Cardiology

Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

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