Asset Details
Do you wish to reserve the book?
Measuring cognitive load during simulation-based psychomotor skills training: sensitivity of secondary-task performance and subjective ratings
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Measuring cognitive load during simulation-based psychomotor skills training: sensitivity of secondary-task performance and subjective ratings
Do you wish to request the book?
Measuring cognitive load during simulation-based psychomotor skills training: sensitivity of secondary-task performance and subjective ratings
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Measuring cognitive load during simulation-based psychomotor skills training: sensitivity of secondary-task performance and subjective ratings
2015
Overview
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.
Publisher
Springer Netherlands,Springer,Springer Nature B.V
