ObjectiveRepeated practice, or spacing, can improve various types of skill acquisition. Similarly, virtual reality (VR) simulators have demonstrated their effectiveness in fostering surgical skill acquisition and provide a promising, realistic environment for spaced training. To explore how spacing impacts VR simulator-based acquisition of surgical psychomotor skills, we performed a systematic literature review.MethodsWe systematically searched the databases PubMed, PsycINFO, Psychology and Behavioral Sciences Collection, ERIC and CINAHL for studies investigating the influence of spacing on the effectiveness of VR simulator training focused on psychomotor skill acquisition in healthcare professionals. We assessed the quality of all included studies using the Medical Education Research Study Quality Instrument (MERSQI) and the risk of bias using the Cochrane Collaboration’s risk of bias assessment tool. We extracted and aggregated qualitative data regarding spacing interval, psychomotor task performance and several other performance metrics.ResultsThe searches yielded 1662 unique publications. After screening the titles and abstracts, 53 publications were retained for full text screening and 7 met the inclusion criteria. Spaced training resulted in better performance scores and faster skill acquisition when compared to control groups with a single day (massed) training session. Spacing across consecutive days seemed more effective than shorter or longer spacing intervals. However, the included studies were too heterogeneous in terms of spacing interval, obtained performance metrics and psychomotor skills analysed to allow for a meta-analysis to substantiate our outcomes.ConclusionSpacing in VR simulator-based surgical training improved skill acquisition when compared to massed training. The overall number and quality of available studies were only moderate, limiting the validity and generalizability of our findings.
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This chapter considers the use of haptics for learning fundamental rhythm skills, including skills that depend on multi-limb coordination. Different sensory modalities have different strengths and weaknesses for the development of skills related to rhythm. For example, vision has low temporal resolution and performs poorly for tracking rhythms in real time, whereas hearing is highly accurate. However, in the case of multi-limbed rhythms, neither hearing nor sight is particularly well suited to communicating exactly which limb does what and when, or how the limbs coordinate. By contrast, haptics can work especially well in this area, by applying haptic signals independently to each limb. We review relevant theories, including embodied interaction and biological entrainment. We present a range of applications of the Haptic Bracelets, which are computer-controlled wireless vibrotactile devices, one attached to each wrist and ankle. Haptic pulses are used to guide users in playing rhythmic patterns that require multi-limb coordination. One immediate aim of the system is to support the development of practical rhythm skills and multi-limb coordination. A longer-term goal is to aid the development of a wider range of fundamental rhythm skills including recognising, identifying, memorising, retaining, analysing, reproducing, coordinating, modifying and creating rhythms—particularly multi-stream (i.e. polyphonic) rhythmic sequences. Empirical results are presented. We reflect on related work and discuss design issues for using haptics to support rhythm skills. Skills of this kind are essential not just to drummers and percussionists but also to keyboards’ players and more generally to all musicians who need a firm grasp of rhythm.
In Nederlandse scholen zijn jaarlijks vele tienduizenden praktijkbegeleiders (mentoren) van leraren in opleiding actief. De meeste mentoren doen dit begeleidingswerk naast hun hoofdtaak als leraar van leerlingen. Een ervaren leraar is niet per definitie ook een goede mentor. Om mentoren te ondersteunen in hun belangrijke werk verzorgen veel scholen, vaak in samenwerking met lerarenopleidingen, trainingen in begeleidingsvaardigheden. Voor Frank Crasborn en Paul Hennissen vormde hun ervaring als lerarenopleider en trainer van honderden mentoren de inspiratiebron voor het opzetten van onderzoek. Dit leidde tot een onderzoeksproject van acht deelstudies, waarin zowel naar gedragsaspecten als naar gerelateerde cognitieve aspecten van begeleidingsgedrag van mentoren werd gekeken. De resultaten van het onderzoek leidden tot een bijdrage aan de ordening van begrippen en concepten die gebruikt worden om begeleidingsgedrag van begeleiders in gesprekken met leraren in opleiding in kaart te brengen en te analyseren; een gedetailleerd beeld van begeleidingsgedrag in authentieke begeleidingsgesprekken en de manier waarop leraren in opleiding dit gedrag percipiëren; het blootleggen van cognities van mentoren, gekoppeld aan begeleidingsgedrag in gesprekken met leraren in opleiding; meer inzicht in de reikwijdte van training op de ontwikkeling van het doen en denken van begeleiders in begeleidingsgesprekken; een instrument voor reflectie op begeleidingsgedrag van mentoren; aanwijzingen voor verbetering van trainingen voor mentoren.
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