Do One Then See One: Sequencing Discovery Learning and Direct Instruction for Simulation-Based Technical Skills...

Area of Science:

• Medical Education
• Surgical Skills Training
• Cognitive Learning Theory

Background:

• Effective technical skills training often combines self-regulation and direct instruction.
• The sequence of instructional activities can significantly impact learning transfer.
• Discovery learning prior to direct instruction may enhance skill acquisition.

Purpose of the Study:

• To compare the efficacy of two learning sequences for a simulated suturing task: 'Do then See' versus 'See then Do'.
• To evaluate the impact of learning sequence on skill acquisition, retention, and transfer.
• To determine the optimal pedagogical approach for simulation-based technical skills training.

Main Methods:

• Thirty-six first-year medical students were randomized into 'See then Do' or 'Do then See' groups.
• Participants learned horizontal mattress suturing in a simulated environment.
• Skill performance was assessed immediately, at training end, and after one week, including transfer to a novel task variation.

Main Results:

• No significant differences were observed between groups in immediate posttest or retention tests.
• The 'Do then See' group demonstrated significantly better performance on the transfer test compared to the 'See then Do' group.
• Discovery learning before direct instruction positively influenced the transfer of simulated suturing skills.

Conclusions:

• The 'Do then See' learning sequence may enhance the transfer of skills in simulation-based training.
• This finding suggests a potential revision of traditional curricula for technical skills education.
• Further research into optimal sequencing for simulation-based learning is warranted.