Poster B75, Sunday, March 25, 8:00-10:00 am, Exhibit Hall C
Investigating the efficacy of digital simulations for procedural learning.
Wen Qian Zhang1, Victoria A Roach2, Rebecca M Todd1, James H Kryklywy1; 1University of British Columbia, 2Oakland University
With the ubiquitous nature of mobile devices in our daily lives, their use is expanding beyond traditional communication. Simulated environments are beginning to be used as tools for training skilled behaviours in lieu of real world interaction. For example, be nurses and surgeons can now practice complicated procedures prior to entering the operating room. Before the integration of simulated environments into medical training, however, there is a critical need to assess the validity and efficacy of these cutting-edge teaching methods. In the current study, participants learned to identify toolsets via either booklet-based studying, tablet-based simulation, or real-world handling. Each 30-minute training condition was immediately followed by a test procedure (T1) to assess retention of item names and procedural order. One week following initial training, participants completed an additional testing session (T2). Accuracy and reaction time during testing sessions were analyzed with respect to training condition and test-delay. While training condition did not impact accuracy of tool identification at T1 or T2, there was a significant decrease in overall accuracy from T1 to T2. Of note, identification and action on tools learned through both simulation and real-world action were significantly faster than when learned through booklet-based studying. No significant differences were identified between the simulated and real-world conditions. This suggests that while semantic learning of tool names and ordering procedure may be equivalent irrespective of acquisition methods, the ability to interact efficiently with an object may depend on the association of that object with action and behaviour.
Topic Area: LONG-TERM MEMORY: Skill learning