Self-directed practice schedule enhances learning of suturing skills

Area of Science:

• Surgical Education
• Motor Skill Acquisition
• Medical Training

Background:

• Surgical training programs often face challenges with expert surgeon availability.
• Trainee-driven learning environments may mitigate time and resource pressures in surgical education.
• Investigating practice schedule effects on skill acquisition is crucial for optimizing training.

Purpose of the Study:

• To evaluate the impact of self-directed versus prescribed practice schedules (random or blocked) on suturing skill acquisition.
• To compare learning outcomes under different practice conditions in surgical trainees.
• To identify optimal practice strategies for technical skill development in surgery.

Main Methods:

• Participants received instruction on suturing techniques and completed pre- and post-tests.
• Four practice groups were established: self-directed, prescribed blocked, prescribed random, and a control group.
• Skill improvement was assessed by measuring performance time and expert evaluations.

Main Results:

• Self-directed practice demonstrated a significant advantage in learning the simple interrupted suture compared to other groups.
• Prescribed random practice did not yield the anticipated benefits for skill learning.
• Performance time and expert assessments indicated differential learning effects based on practice structure.

Conclusions:

• Self-directed practice schedules appear beneficial for mastering simple technical skills in surgery.
• Training environments should consider the interplay between task complexity and practice conditions for effective skill development.
• Self-directed learning may be a valuable component of surgical training, even with expert availability.