Struggling Prior to a Teaching Event Results in Superior Short-Term Skills Acquisition in Novice Learners

Willis, Ross E.; Erwin, Dylan Z.; Adelaja, Fayette

doi:10.1016/j.jsurg.2019.07.022

Cited by 9 publications

(6 citation statements)

References 10 publications

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“…In a recent study of pre-instruction testing in clinical settings, Willis et al (2020) had medical students learn a laparoscopic procedure in a simulation laboratory by attempting the procedure before watching an instructional video (the "struggle first" group) or watching the video prior to attempting the procedure (the "instruction-first" group). On an immediate posttest, participants in the struggle-first group were able to complete the procedure more quickly and with fewer errors.…”

Section: Effects In Authentic Educational Settingsmentioning

confidence: 99%

“…In authentic educational settings, pre-instruction testing has been shown to be beneficial in a variety of situations, including elementary school students learning about space exploration (de Lima & Jaeger, 2020), middle school students learning science (McDaniel et al, 2011), undergraduate students learning psychology (Carpenter et al, 2018;Soderstrom & Bjork, 2023) and chemical engineering (Geller et al, 2017), and medical students learning surgical procedures (Willis et al, 2020). These studies also demonstrate that pre-instruction testing can be delivered in a number of different ways, from low-tech paper-and-pencil activities, to digital methods such as in-class "clicker" questions and pre-instruction quizzes embedded in online course management systems that can suit larger classes.…”

Section: Organizational Signals and Learning Objectivesmentioning

confidence: 99%

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Pan & Carpenter (2023) Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications

Pan¹,

Carpenter²

2023

Preprint

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Testing students on information that they do not know might seem like a fruitless endeavor. After all, why give anyone a test that they are guaranteed to fail because they have not yet learned the material? Remarkably, a growing body of research indicates that such testing—formally known as prequestioning or pretesting—can benefit learning if there is an opportunity to study the correct answers afterwards. This prequestioning effect or pretesting effect has been successfully demonstrated with a variety of learning materials, in various settings, despite many erroneous responses being generated on initial tests, and in conjunction with text materials, videos, lectures, and/or correct answer feedback. In this review, we summarize the emerging evidence for prequestioning and pretesting effects on memory and transfer of learning. Uses of pre-instruction testing in the classroom, theoretical explanations, metacognitive factors, and other considerations are addressed. The evidence to date indicates that prequestioning and pretesting can often enhance learning, but the extent of that enhancement may vary due to differences in procedure or how learning is assessed. The underlying cognitive mechanisms, which can be represented by a three-stage framework, appear to involve test-induced changes in subsequent learning behaviors and possibly other processes. Further research is needed to clarify moderating factors, theoretical issues, and best practices for educational applications.

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Section: Effects In Authentic Educational Settingsmentioning

confidence: 99%

Section: Organizational Signals and Learning Objectivesmentioning

confidence: 99%

Pan & Carpenter (2023) Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications

Pan¹,

Carpenter²

2023

Preprint

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“…A recent review by Vipler et al [3] analyzed the prevalence of transformative learning theory within the Graduate Medical Education literature and found that it is mostly used by primary care fields to teach concepts regarding professionalism or professional identity formation. Another study by Willis et al [4] utilized a design that could be seen as transformative in nature. They allowed 42 students to either view an instructional video on laparoscopic suturing first ("instruction first") or try to perform the task without instruction first ("struggle first").…”

Section: Introductionmentioning

confidence: 99%

Transformative Learning, Priming, and Simulation Timing: A Randomized Controlled Pilot Study Among Emergency Medicine Residents

Khowong,

Khamis

2023

Cureus

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BackgroundTraditionally, learning is thought to occur best when prerequisite cognitive background information is delivered before simulation training. More recent studies have attempted to analyze the transformative nature of simulation by placing simulation before didactics. However, these studies were flawed as they provided background on the subject before the simulation itself. Our study aims to isolate the transformative effect of simulation and answer the question of whether lecture or simulation should come first. MethodologyWe designed a novel simulation session and accompanying lecture for 18 Emergency Medicine residents in all three years of training regarding a subject they were entirely unfamiliar with, the emergent management of a left ventricular assist device (LVAD). The residents were randomized into two groups. One group had the lecture (8/18) before their simulation, while the other group (10/18) had the simulation first and the lecture afterward, testing the motivational nature. Thereafter, both groups responded to a post-session survey with Likert-style and open-ended comment questions to assess the reaction to the session and a knowledgebased multiple-choice question test. ResultsBoth groups did not score significantly differently on either the immediate post-test or a retention post-test that we administered four weeks later. Three of eight participants reported in open comments that they were much more comfortable with a lecture-first than a simulation-first format. ConclusionsDespite controlling for some of the limitations of previous studies, our results including learners' preferences do not support a transformation in the sequence of clinical skills learning. Until other larger studies prove the opposite, we recommend continuing with the lecture followed by the simulation sequence as per existing conceptual simulation learning frameworks.

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“…However, no instructors really know how appropriate their own knots. Although some previous studies described the knot-tying technique of medical students or trainees after practice 1,3,5,7,8 , little information had been reported on the difference of knot-tying technique between surgical instructors and trainees.…”

Section: Introductionmentioning

confidence: 99%

Differences of tensile strength in knot tying technique between orthopaedic surgical instructors and trainees

Harato

Yagi

Kaneda

et al. 2021

Preprint

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Background: Knot tying technique is an extremely important basic skill for all surgeons. Clinically, knot slippage or suture breakage will lead to wound complications. Although some previous studies described the knot-tying technique of medical students or trainees, little information had been reported on the knot-tying technique of instructors. The objective of the preset study was to assess surgeons’ manual knot tying techniques and to investigate the differences of tensile strength in knot tying technique between surgical instructors and trainees.Methods: A total of 48 orthopaedic surgeons (postgraduate year: PGY 2-18) participated. Surgeons were requested to tie surgical knots manually using same suture material. They were divided into two groups based on each career; instructors and trainees.　Although 4 open conventional knots with 4 throws were chosen and done with self-selected methods, knot tying practice to have the appropriate square knots was done as education only for trainees before the actual trial. The knots were placed over a 30 cm long custom made smooth polished surface with 2 cylindrical rods. All knots were tested for tensile strength using a tensiometer. The surgical loops were loaded until the knot slipped or the suture broke. The tensile strength of each individual knot was defined as the force (N) required to result in knot failure. Simultaneously, knot failure was evaluated based on knot slippage or suture rupture. In terms of tensile strength or knot failure, statistical comparison was performed between groups using two-tailed Mann-Whitney U test or Fisher exact probability test, respectively.Results: Twenty-four instructors (PGY6- PGY18) and 24 trainees (PGY2-PGY5) were enrolled. Tensile strength was significantly greater in trainees (83.0 ± 27.7N) than in instructors (49.9 ± 34.4N, P=0.0246). The ratio of slippage was significantly larger in instructors than in trainees (P<0.001). Knot slippage (31.8 ± 17.7N) was significantly worse than suture rupture (89.9 ± 22.2N, P<0.001) in tensile strength.Conclusions: Mean tensile strength of knots done by trainees after practice was judged to be greater than that done by instructors in the present study. Clinically, knot slippage can lead to wound dehiscence, compared to suture rupture.

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Struggling Prior to a Teaching Event Results in Superior Short-Term Skills Acquisition in Novice Learners

Cited by 9 publications

References 10 publications

Pan & Carpenter (2023) Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications

Pan & Carpenter (2023) Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications

Transformative Learning, Priming, and Simulation Timing: A Randomized Controlled Pilot Study Among Emergency Medicine Residents

Differences of tensile strength in knot tying technique between orthopaedic surgical instructors and trainees

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Struggling Prior to a Teaching Event Results in Superior Short-Term Skills Acquisition in Novice Learners

Cited by 9 publications

References 10 publications

Pan &amp; Carpenter (2023) Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications

Pan &amp; Carpenter (2023) Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications

Transformative Learning, Priming, and Simulation Timing: A Randomized Controlled Pilot Study Among Emergency Medicine Residents

Differences of tensile strength in knot tying technique between orthopaedic surgical instructors and trainees

Contact Info

Product

Resources

About

Pan & Carpenter (2023) Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications

Pan & Carpenter (2023) Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications