Influencing Mindsets and Motivation in Procedural Skills Learning: Two Randomized Studies

Area of Science:

• Medical Education
• Psychology
• Surgical Skills Training

Background:

• An incremental (growth) mindset is linked to better motivation and performance.
• Previous interventions improved non-surgical motor task performance.
• The impact on surgical skill acquisition was previously unevaluated.

Purpose of the Study:

• To assess the effect of brief mindset interventions on surgical task learning.
• To compare incremental versus entity mindsets in a simulated surgical environment.

Main Methods:

• Two randomized experiments were conducted with secondary school students.
• Participants reviewed instructional messages (videos or articles) promoting either an incremental or entity mindset.
• Performance on a laparoscopic cutting task was measured, including quality, time, and repetitions.

Main Results:

• In Study 1, the incremental mindset group showed slower task times, lower product quality, and fewer repetitions.
• Study 2 results were inconclusive due to limited usable performance data, though entity beliefs were lower in the incremental group.
• Mindset interventions did not enhance surgical skill acquisition in this context.

Conclusions:

• Brief motivational interventions can affect procedural performance and motivation.
• Further research is needed to understand affective influences on procedural skills learning.
• Mindset theory offers potential for improving skill acquisition.