Why Content and Cognition Matter: Integrating Conceptual Knowledge to Support Simulation-Based Procedural Skills Transfer.

ABSTRACT: BACKGROUND:Curricular constraints require being selective about the type of content trainees practice in their formal training. Teaching trainees procedural knowledge about "how" to perform steps of a skill along with conceptual knowledge about "why" each step is performed can support skill retention and transfer (i.e., the ability to adapt knowledge to novel problems). However, how best to organize how and why content for procedural skills training is unknown. OBJECTIVES:We examined the impact of different approaches to integrating why and how content on trainees' skill retention and transfer of simulation-based lumbar puncture (LP). DESIGN AND PARTICIPANTS:We randomized medical students (N = 66) to practice LP for 1 h using one of three videos. One video presented only the how content fo

SUBMITTER: Cheung JJH 

PROVIDER: S-EPMC6544739 | biostudies-literature | 2019 Jun

REPOSITORIES: biostudies-literature