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Imperfect practice makes perfect: error management training improves transfer of learning.

Liv Dyre1,2, Ann Tabor1,3, Charlotte Ringsted4

  • 1Centre of Fetal Medicine, Department of Obstetrics, Copenhagen University Hospital, Rigshospitalet, Copenhagen, Denmark.

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Summary

Encouraging medical trainees to make errors during ultrasound simulation training significantly improved their performance on real patients compared to avoiding errors. This error management approach enhances learning transfer in medical education.

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Area of Science:

  • Medical Education
  • Simulation-Based Training
  • Diagnostic Ultrasound

Background:

  • Traditional simulation-based training emphasizes error avoidance.
  • Emerging evidence suggests error encouragement may enhance learning transfer.
  • This study investigates error management vs. error avoidance in ultrasound training.

Purpose of the Study:

  • To compare the effectiveness of error management training (EMT) versus error avoidance training (EAT) in simulation-based ultrasound education.
  • To assess the impact of these training strategies on the transfer of learning to clinical practice.

Main Methods:

  • 60 medical students with no prior ultrasound experience were randomized into EMT or EAT groups.
  • Training focused on fetal weight estimation via simulation over 3 hours.
  • Performance was evaluated using simulation tests and real-patient transfer tests.

Main Results:

  • The EMT group showed significantly higher performance scores on transfer tests (67.7%) compared to the EAT group (51.7%).
  • Diagnostic accuracy showed a moderate improvement in the EMT group versus the EAT group.
  • No significant differences in pre- to post-test improvements were observed between groups.

Conclusions:

  • Error management instructions in simulation-based ultrasound training enhance the transfer of learning to clinical settings.
  • Medical education should explore utilizing errors as a learning tool rather than solely focusing on error avoidance.