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Objective Repeated 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. Methods We 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. Results The 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. Conclusion Spacing 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.

As interest in applying cognitive load theory (CLT) to the study and design of pedagogic and technological approaches in healthcare simulation grows, suitable measures of cognitive load (CL) are needed. Here, we report a two-phased study investigating the sensitivity of subjective ratings of mental effort (SRME) and secondary-task performance (signal detection rate, SDR and recognition reaction time, RRT) as measures of CL. In phase 1 of the study, novice learners and expert surgeons attempted a visual-monitoring task under two conditions: single-task (monitoring a virtual patient’s heart-rate) and dual-task (tying surgical knots on a bench-top simulator while monitoring the virtual patient’s heart-rate). Novices demonstrated higher mental effort and inferior secondary-task performance on the dual-task compared to experts (RRT 1.76 vs. 0.73, p  = 0.012; SDR 0.27 vs. 0.97, p  < 0.001; SRME 7.75 vs. 2.80, p  < 0.001). Similarly, secondary task performance deteriorated from baseline to dual-task among novices (RRT 0.63 vs. 1.76 s, p  < 0.006 and SDR 1.00 vs. 0.27, p  < 0.001), but not experts (RRT 0.63 vs. 0.73 s, p  = 0.124 and SDR 1.00 vs. 0.97, p  = 0.178). In phase 2, novices practiced surgical knot-tying on the bench top simulator during consecutive dual-task trials. A significant increase in SDR (F (9,63)  = 6.63, p  < 0.001, f  = 0.97) and decrease in SRME (F (9,63)  = 9.39, p  < 0.001, f  = 1.04) was observed during simulation training, while RRT did not change significantly (F (9,63)  = 1.18, p  < 0.32, f  = 0.41). The results suggest subjective ratings and dual-task performance can be used to track changes in CL among novices, particularly in early phases of simulation-based skills training. The implications for measuring CL in simulation instructional design research are discussed.

  Profesorado y estudiantado apuntan la necesidad de disponer de instrumentos de evaluación capaces de valorar el impacto del enfoque por competencias en la educación superior, y concretamente ante un incipiente perfil académico y profesional psicomotriz con competencias profesionales propias. El objetivo de este estudio ha sido obtener evidencias de validez y de fiabilidad para las puntuaciones de un instrumento para evaluar las competencias profesionales psicomotrices durante la formación inicial de maestros. Se aportan evidencias cualitativas basadas en el contenido y el proceso de respuesta del instrumento (ECCP-FIM), así como evidencias cuantitativas relacionadas con la estructura factorial y la fiabilidad. Para la validación cuantitativa, se aplicó el instrumento a una muestra de 318 estudiantes de maestro de educación infantil de cuatro universidades. Los resultados del análisis de validez de la estructura interna arrojaron una distribución en cinco factores interpretables capaces de explicar conjuntamente el 67,4% de la varianza total que son: diseñar las sesiones de psicomotricidad, aplicar el sistema de actitudes del adulto, observar y evaluar el niño/a y la sesión, analizar y reflexionar la propia práctica y la de los otros, y relacionarse con la comunidad educativa y científica. Respecto al análisis de fiabilidad, el instrumento presenta coeficientes elevados de consistencia interna por escalas y evidencias de estabilidad temporal. En relación a las evidencias cualitativas, tanto especialistas como estudiantes, destacaron su relevancia y utilidad. Se concluye que el instrumento presenta evidencias de calidad psicométrica para ser utilizado en el contexto de la formación inicial del profesorado.  Abstract. Teachers and students point to the need to have assessment tools capable of assessing the impact of the competency-based approach in higher education, and specifically in the face of an incipient academic and psychomotor professional profile with their own professional competencies. The study seeks to obtain evidences of validity and reliability for the scores of an instrument to assess the professional psychomotor skills in the context of the initial teacher training. Qualitative evidence based on the content and the response process of the instrument (ECCP-FIM) are provided as well as quantitative evidence related to the factorial structure and reliability. For the quantitative validation, the instrument was applied to a sample of 318 students of initial teacher training from 4 universities. The analysis of the internal structure revealed the presence of a simple five-factor solution explaining the 67.4% of the variance and with a very good fit to the theoretical structure: designing the psychomotor sessions, applying the attitude system of the adults, observing and evaluation the children and the session, analysing and reflecting on their own practice, and being in relation with the educational and scientific community. With regards to reliability, the tool has a high internal consistency among the scales and presents evidences regarding temporal stability. Concerning the qualitative evidence, both specialists and students highlighted its relevance and utility. It is concluded that the instrument presents adequate psychometric guarantees to be used during the initial training of future teachers.

  El artículo plantea un análisis de la psicomotricidad basada en la metodología vivenciada, a la que hace referencia la Práctica Psicomotriz de Bernard Aucouturier, con el fin de conocer las mejoras que esta produce en el desarrollo psicomotor de tres sujetos de un centro de Atención Temprana de la Comunidad de Madrid. Para ello, se realiza una observación de los parámetros psicomotores (pre-test/post-test) y la aplicación de un programa de intervención, con el objetivo de concretar sobre qué aspectos tiene más incidencia esta vertiente de la psicomotricidad y, a partir de ahí, respaldar o no la necesidad de complementar este modelo con otras metodologías, para alcanzar un mejor desarrollo psicomotriz de los niños. En la investigación se han utilizado los siguientes instrumentos: diario de campo, para recoger los comportamientos de los sujetos, mejoras mostradas e indicaciones del observador y la Guía para la Observación de los Parámetros Psicomotores de Arnáiz y Bolarín (2000). La conclusión más importante es que el modelo de Práctica Psicomotriz de Bernard Aucouturier permite mejoras en el ámbito motor, pero sobre todo en el ámbito emocional. Abstract. The article proposes an analysis of psychomotor based on the experienced methodology, to which Bernard Aucouturier's Psychomotor Practice refers, in order to know the improvements, it produces in the psychomotor development of three subjects of an Early Care Center of the Community of Madrid. To do this, an observation of the psychomotor parameters is made, during the intervention program carried out, with the aim of concretizing on what aspects this aspect of psychomotor has the most impact and, from there, to support or not to support the need to complement this model with other methodologies, in order to achieve better psychomotor development of children. For the research the following instruments have been used: field diary, to collect the behaviors of the subjects, improvements shown and indications of the observer and the Guide to the Observation of the Psychomotor Parameters of Arnáiz and Bolarín (2000). The most important conclusion is that Bernard Aucouturier's Model of Psychomotor Practice allows improvements in the motor field, but especially in the emotional field. Abstract. The article proposes an analysis of psychomotor based on the experienced methodology, to which Bernard Aucouturier's Psychomotor Practice refers, in order to know the improvements, it produces in the psychomotor development of three subjects of an Early Care Center of the Community of Madrid. To do this, an observation of the psychomotor parameters is made, during the intervention program carried out, with the aim of concretizing on what aspects this aspect of psychomotor has the most impact and, from there, to support or not to support the need to complement this model with other methodologies, in order to achieve better psychomotor development of children. For the research the following instruments have been used: field diary, to collect the behaviors of the subjects, improvements shown and indications of the observer and the Guide to the Observation of the Psychomotor Parameters of Arnáiz and Bolarín (2000). The most important conclusion is that Bernard Aucouturier's Model of Psychomotor Practice allows improvements in the motor field, but especially in the emotional field. Resumo. O artigo apresenta uma análise das habilidades psicomotoras com base na metodologia vivenciada, a que se refere a Prática Psicomotora de Bernard Aucouturier, a fim de conhecer as melhorias que esta produz no desenvolvimento psicomotor de três sujeitos de um Centro de Atenção Básica de. Comunidade de Madrid. Para tal, é efectuada uma observação dos parâmetros psicomotores (pré-teste / pós-teste) e a aplicação de um programa de intervenção, com o objectivo de especificar em que aspectos este aspecto da actividade psicomotora tem maior incidência e, com base na aí, apoiam ou não a necessidade de complementar este modelo com outras metodologias, para se conseguir um melhor desenvolvimento psicomotor das crianças. Na pesquisa, foram utilizados os seguintes instrumentos: diário de campo, para coleta das condutas dos sujeitos, melhorias apresentadas e indicações do observador e o Guia para Observação de Parâmetros Psicomotores de Arnáiz e Bolarín (2000). A conclusão mais importante é que o modelo de Prática Psicomotora de Bernard Aucouturier permite melhorias no domínio motor, mas principalmente no domínio emocional.

Background There is a growing perception that the left handed (LH) medical students are facing difficulties while performing the clinical tasks that involve psychomotor skill, although the evidence is very limited and diverse. The present study aimed to evaluate the clinical psychomotor skills among Right-handed (RH) and left-handed (LH) medical students. Methods For this study, 54 (27 left handed and 27 right handed) first year medical students were selected. They were trained for different clinical psychomotor skills including suturing, laparoscopy, intravenous cannulation and urinary catheterization under the supervision of certified instructors. All students were evaluated for psychomotor skills by different instructors. The comparative performance of the students was measured by using a global rating scale, each selected criteria was allotted 5-points score with the total score of 25. Results There were no significant differences in the performance of psychomotor skills among LH and RH medical students. The global rating score obtained by medical students in suturing techniques was: LH 15.89 ± 2.88, RH 16.15 ± 2.75 ( p =  0.737), cannulation techniques LH 20.44 ± 2.81, RH 20.70 ± 2.56 ( p =  0.725), urinary catheterization LH 4.33 ± 0.96 RH 4.11 ± 1.05 ( p =  0.421). For laparoscopic skills total peg transfer time was shorter among LH medical students compared to RH medical students (LH 129.85 ± 80.87 s vs RH 135.52 ± 104.81 s) ( p =  0.825). However, both RH and LH students completed their procedure within the stipulated time. Conclusions Among LH and RH medical students no significant difference was observed in performing the common surgical psychomotor skills. Surgical skills for LH or RH might not be a result of innate dexterity but rather the academic environment in which they are trained and assessed. Early laterality-related mentoring in medical schools as well as during the clinical residency might reduce the inconveniences faced by the left-handed medical personnel.

We followed children at family risk of dyslexia and children with preschool language difficulties from age 3½, comparing them with controls (N = 234). At age 8, children were classified as having dyslexia or Developmental Language Disorder (DLD) and compared at earlier time points with controls. Children with dyslexia have specific difficulties with phonology and emergent reading skills in the preschool period, whereas children with DLD, with or without dyslexia, show a wider range of impairments including significant problems with executive and motor tasks. For children with both dyslexia and DLD, difficulties with phonology are generally more severe than those observed in children with dyslexia or DLD alone. Findings confirm that poor phonology is the major cognitive risk factor for dyslexia.

Background Essential nursing skills for safe practice are not limited to technical skills, but include abilities for determining salience among clinical data within dynamic practice environments, demonstrating clinical judgment and reasoning, problem-solving abilities, and teamwork competence. Effective instructional methods are needed to prepare new nurses for entry-to-practice in contemporary healthcare settings. Method This mixed-methods descriptive study explored self-reported perceptions of a process to self-record videos for psychomotor skill performance evaluation in a convenience sample of 102 pre-licensure students. Results Students reported gains in confidence and skill acquisition using team skills to record individual videos of skill performance, and described the importance of teamwork, peer support, and deliberate practice. Conclusion Although time consuming, the production of student-directed video validations of psychomotor skill performance is an authentic task with meaningful accountabilities that is well-received by students as an effective, satisfying learner experience to increase confidence and competence in performing psychomotor skills.