Journal ArticleDOI
Motor skill learning and performance: a review of influential factors.
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TLDR
This review focuses on four factors that have been shown to enhance the learning of motor skills: observational practice; the learner’s focus of attention; feedback, and self‐controlled practice.Abstract:
Objectives Findings from the contemporary psychological and movement science literature that appear to have implications for medical training are reviewed. Specifically, the review focuses on four factors that have been shown to enhance the learning of motor skills: observational practice; the learner’s focus of attention; feedback, and self-controlled practice.
Observational Practice Observation of others, particularly when it is combined with physical practice, can make important contributions to learning. This includes dyad practice (i.e. practice in pairs), which is not only cost-effective, but can also enhance learning.
Focus of Attention Studies examining the role of the performer’s focus of attention have consistently demonstrated that instructions inducing an external focus (directed at the movement effect) are more effective than those promoting an internal focus (directed at the performer’s body movements). An external focus facilitates automaticity in motor control and promotes movement efficiency.
Feedback Feedback not only has an informational function, but also has motivational properties that have an important influence on learning. For example, feedback after successful trials and social-comparative (normative) feedback indicating better than average performance have been shown to have a beneficial effect on learning.
Self-Controlled Practice Self-controlled practice, including feedback and model demonstrations controlled by the learner, has been found to be more effective than externally controlled practice conditions.
Conclusions All factors reviewed in this article appear to have both informational and motivational influences on learning. The findings seem to reflect general learning principles and are assumed to have relatively broad applicability. Therefore, the consideration of these factors in designing procedures for medical training has the potential to enhance the effectiveness and efficiency of training.
Medical Education 2010: 44: 75–84read more
Citations
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Journal ArticleDOI
Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review
TL;DR: The aim of this review is to address the potential of augmented unimodal and multimodal feedback in the framework of motor learning theories and the reasons for the different impacts of feedback strategies within or between the visual, auditory, and haptic modalities.
Journal ArticleDOI
Rethinking motor learning and savings in adaptation paradigms: model-free memory for successful actions combines with internal models.
TL;DR: It is argued that fundamental phenomena like movement direction biases, savings, and interference do not relate to adaptation but instead are attributable to two additional learning processes that can be characterized as model-free: use-dependent plasticity and operant reinforcement.
Proceedings ArticleDOI
YouMove: enhancing movement training with an augmented reality mirror
TL;DR: The design and implementation of YouMove and its interactive mirror are discussed and a user study is presented in which YouMove was shown to improve learning and short-term retention by a factor of 2 compared to a traditional video demonstration.
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A Comparison Between Performance on Selected Directions of the Star Excursion Balance Test and the Y Balance Test
TL;DR: Differing postural-control strategies may be used to complete these dynamic balance tests, and no differences were observed in the posteromedial and posterolateral directions of the SEBT and YBT.
Journal ArticleDOI
Simulation-based training in anaesthesiology: a systematic review and meta-analysis
Gianni R. Lorello,Gianni R. Lorello,David A. Cook,Robert L. Johnson,Ryan Brydges,Ryan Brydges +5 more
TL;DR: Simulation in anaesthesiology appears to be more effective than no intervention (except for patient outcomes) and non-inferior to non-simulation instruction.
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