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Updated: Jun 13, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Technical skill training improves the ability to learn.

Allison M Kurahashi1, Adrian Harvey, Helen MacRae

  • 1Wilson Centre, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.

Surgery
|May 1, 2010
PubMed
Summary
This summary is machine-generated.

Surgical residents who practiced a technical procedure in a lab setting showed improved performance and retained more clinical information. This suggests practice frees up attentional resources for learning other important tasks.

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Area of Science:

  • Medical Education
  • Surgical Training
  • Cognitive Psychology

Background:

  • Surgical training demands significant attentional resources, potentially hindering learning of other critical information.
  • Practicing technical skills can reduce the cognitive load required for execution, freeing attentional resources.
  • This study explores the impact of laboratory surgical training on non-technical information acquisition.

Purpose of the Study:

  • To investigate how laboratory-based practice of a technical surgical procedure affects residents' ability to acquire concurrent non-technical information.
  • To determine if hands-on practice influences attentional resource allocation during surgical training.

Main Methods:

  • 16 first-year surgical residents watched a pyloroplasty instructional video.
  • Participants were randomly assigned to a practice group (6 trials) or a no-practice group.
  • Performance was assessed after 1 week on isolated procedural tasks and concurrent procedural/listening tasks using Global Rating Scale (GRS), checklists, error counts, and written tests.

Main Results:

  • The practice group demonstrated significantly better procedural performance on both transfer and dual-task tests (p < .05).
  • The practice group exhibited fewer errors in the dual-task scenario (p < .001).
  • Significantly higher written test scores in the practice group indicated better retention of clinical information (p < .001).

Conclusions:

  • Laboratory-based practice of technical surgical skills can decrease the attentional resources needed for task execution.
  • This reduction in cognitive load allows trainees to better distribute attention between procedural and concurrent learning tasks.
  • Practice outside the operating room may enhance overall learning and information retention in surgical residents.