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Related Experiment Video

Updated: May 21, 2026

Simulator Training for Endovascular Neurosurgery

Simulator Training for Endovascular Neurosurgery

Published on: May 6, 2020

Directed self-regulated learning versus instructor-regulated learning in simulation training.

Ryan Brydges¹, Parvathy Nair, Irene Ma

¹Department of Medicine, University of Toronto, Toronto and The Wilson Centre, University Health Network, Toronto, Ontario, Canada. ryan.brydges@utoronto.ca

Medical Education

|June 14, 2012

Summary

This summary is machine-generated.

Directed self-regulated learning (DSRL) in simulation training maintained lumbar puncture (LP) skills at 3 months, unlike instructor-regulated learning (IRL). DSRL also improved the relationship between confidence and competence in medical residents.

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Area of Science:

Medical Education
Simulation-Based Training
Procedural Skill Acquisition

Background:

Simulation training enables self-regulated learning for procedural skills.
Evidence for its efficacy in learning procedural skills is limited.
This study compares directed self-regulated learning (DSRL) with instructor-regulated learning (IRL) for lumbar puncture (LP) training.

Purpose of the Study:

To evaluate the effectiveness of DSRL versus IRL for teaching LP skills using simulation.
To assess long-term skill retention and the relationship between confidence and competence.

Main Methods:

Internal medicine residents were randomized to DSRL or IRL groups.
Participants practiced LP on simulators for 50 minutes.
Performance was assessed via pre-test, post-test, and 3-month retention tests using validated rating scales.

Main Results:

Both DSRL and IRL improved LP performance immediately post-training.
The DSRL group maintained performance at 3 months, while the IRL group showed significant decline.
DSRL participants demonstrated a positive correlation between confidence and competence, unlike the IRL group.

Conclusions:

DSRL offers potential long-term benefits for procedural skill acquisition in simulation.
Self-regulated learning may enhance skill maintenance and the confidence-competence relationship.
Further research is needed to understand self-regulated learning mechanisms in simulation contexts.