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Related Concept Videos

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Related Experiment Video

Updated: Jan 20, 2026

Performing Behavioral Tasks in Subjects with Intracranial Electrodes
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Can the Perceived Difficulty of a Task Enhance Trainee Performance?

Yazan Aljamal1, Nicholas Prabhakar2, Humza Saleem2

  • 1Mayo Clinic Multidisciplinary Simulation Center, Mayo Clinic College of Medicine and Science, Rochester, Minnesota; Department of General Surgery, Mayo Clinic, Rochester, Minnesota.

Journal of Surgical Education
|August 29, 2019
PubMed
Summary

Learners performing procedural skills like colonoscopy showed higher confidence with positive feedback but better task completion with negative feedback. This suggests manipulating self-efficacy expectations can impact trainee performance.

Keywords:
Interpersonal and Communication SkillsMedical KnowledgePractice-Based Learning and Improvementassessmentcolonoscopeeducationperceived competencyself-efficacysimulation

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Area of Science:

  • Medical Education
  • Motor Learning
  • Cognitive Psychology

Background:

  • Procedural skill acquisition is challenging.
  • Self-efficacy, or confidence in one's abilities, may enhance learning.
  • Understanding motivation and instructional design is key for learner success.

Purpose of the Study:

  • To investigate the impact of induced conceptions of ability on motor learning.
  • To examine how self-efficacy influences procedural skill acquisition in students.
  • To assess the effect of performance expectancies on colonoscopy training.

Main Methods:

  • Undergraduate and medical students trained on colonoscopy simulation.
  • Participants received positive or negative peer performance feedback before tasks.
  • A crossover design was used, with all participants receiving both feedback types.
  • Self-efficacy, task completion, and time to completion were measured.

Main Results:

  • Higher self-efficacy was reported after positive feedback (p < 0.05).
  • Task completion rates were higher with negative feedback in the first task (p < 0.05).
  • Time to completion was longer in the negative feedback group (p ≈ 0.06).

Conclusions:

  • Performance expectancies can be influenced by induced conceptions.
  • Lower success rate predictions may enhance focus and improve performance.
  • Self-efficacy expectations are relevant for trainee education and performance in procedural skills.