Skip to main content

Advertisement

SpringerLink
Log in

Enhancing technical skill learning through interleaved mixed-model observational practice

  • Published:
Advances in Health Sciences Education Aims and scope Submit manuscript

Abstract

A broad foundation of behavioural (Hayes et al. in Exp Brain Res 204(2): 199–206, 2010) and neurophysiological (Kohler et al. in Science 297(5582): 846–848, 2002) evidence has revealed that the acquisition of psychomotor skills, including those germane to clinical practice (Domuracki et al. in Med Educ 49(2): 186–192, 2015), can be facilitated through observational practice. Interestingly, research also reveals that learning via observation is greatest when the learner has the opportunity to view both error-free expert demonstrations and flawed novice demonstrations (Rohbanfard and Proteau in Exp Brain Res 215: 183–197, 2011). In this study, we explored whether the learning that results from the combined viewing of experts and novices is greater when the demonstrations are presented under observation schedules characterized by higher levels of contextual interference. To do so, we engaged participants in an observational learning study of the Fundamentals of Laparoscopic Surgery pots-and-beans task: a simulated procedure in which performers must move objects under precision constraints in the minimal access surgery environment. Each participant was randomized to one of three groups that engaged in identical physical and mixed-model observational practice of this skill, with the only difference being that one group’s observation was presented in blocked fashion (low interference) while the other two groups’ observations were presented in semi-interleaved (medium interference) and interleaved (high interference) fashions. Total errors and time-to-complete measures taken during physical practice blocks revealed that all three groups improved over the intervention. Further analyses revealed that the low interference group performed better immediately following the physical and observational practice intervention, but that the medium- and high-interference groups were conveyed a performance advantage in a transfer test conducted after a period of retention that challenged participants to perform in the opposite direction. The results are discussed with respect to the classic contextual interference effect (Shea and Morgan in J Exp Psychol 5(2): 179–187, 1979) and with particular relevance to clinical skills education.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

References

  • Andrieux, M., & Proteau, L. (2013). Observation learning of a motor task: Who and when? Experimental Brain Research, 229(1), 125–137.

    Article  Google Scholar 

  • Ashford, D., Bennett, S. J., & Davids, K. (2006). Observational modeling effects for movement dynamics and movement outcome measures across differing task constraints: A meta-analysis. Journal of Motor Behavior, 38(3), 185–205.

    Article  Google Scholar 

  • Badets, A., & Blandin, Y. (2004). The role of knowledge of results frequency in learning through observation. Journal of Motor Behaviour, 36, 62–70.

    Article  Google Scholar 

  • Bortolli, L., Robazza, C., Durigon, V., & Carro, C. (1992). Effects of contextual interference on learning technical sports skills. Perceptual and Motor Skills, 75, 555–562.

    Article  Google Scholar 

  • Buchanan, J. J., & Dean, N. J. (2010). Specificity in practice benefits learning in novice models and variability in demonstration benefits observational practice. Psychological Research, 74, 313–326.

    Article  Google Scholar 

  • Domuracki, K., Wong, A., Olivieri, L., & Grierson, L. E. (2015). The impacts of observing flawed and flawless demonstrations on clinical skill learning. Medical Education, 49(2), 186–192.

    Article  Google Scholar 

  • Elliott, D., Grierson, L. E., Hayes, S. J., & Lyons, J. (2011). Action representations in perception, motor control and learning: Implications for medical education. Medical Education, 45(2), 119–131.

    Article  Google Scholar 

  • Elliott, D., Hansen, S., Grierson, L. E., Lyons, J., Bennett, S. J., & Hayes, S. J. (2010). Goal-directed aiming: Two components but multiple processes. Psychological Bulletin, 136, 1023.

    Article  Google Scholar 

  • Fitts, P. M. (1954). The information capacity of the human motor system in controlling the amplitude of movement. Journal of Experimental Psychology, 47(6), 381.

    Article  Google Scholar 

  • Fitts, P. M., & Posner, M. I. (1967). Human performance. Belmont, CA: Brooks-Cole.

    Google Scholar 

  • Grierson, L. E. M., Barry, M., Kapralos, B., Carnahan, H., & Dubrowski, A. (2012). The role of collaborative interactivity in the observational practice of clinical skills. Medical Education, 46(4), 409–416.

    Article  Google Scholar 

  • Grierson, L. E. M., Lyons, J. L., & Dubrowski, A. (2013). Gaze-down endoscopic practise leads to better novice performance on gaze-up displays. Medical Education, 47, 166–172.

    Article  Google Scholar 

  • Grierson, L. E. M. (2014). Information processing, specificity of practice, and the transfer of learning: considerations for reconsidering fidelity. Advances in Health Sciences Education, 19(2), 281–289.

    Article  Google Scholar 

  • Guadagnoli, M., Morin, M. P., & Dubrowski, A. (2012). The application of the challenge point framework in medical education. Medical Education, 46, 447–453.

    Article  Google Scholar 

  • Hall, K. G., & Magill, R. A. (1995). Variability of practice and contextual interference in motor skill learning. Journal of Motor Behaviour, 27(4), 299–309.

    Article  Google Scholar 

  • Hayes, J. S., Elliot, D., & Bennett, S. J. (2013). Visual online control processes are acquired during observational practice. Acta Psychologica, 143, 298–302.

    Article  Google Scholar 

  • Hayes, S. J., Elliott, D., & Bennett, S. J. (2010). General motor representations are developed during action-observation. Experimental Brain Research, 204(2), 199–206.

    Article  Google Scholar 

  • Heyes, C. M., & Foster, C. L. (2002). Motor learning by observation: Evidence from a serial reaction time task. Quarterly Journal of Experimental Psychology-A, 55(2), 593–607.

    Article  Google Scholar 

  • Jeannerod, M. (2001). Neural simulation of action: A unifying mechanism for motor cognition. Neuroimage, 14(1), S103–S109.

    Article  Google Scholar 

  • Kohler, E., Keysers, C., Umilta, M. A., Fogassi, L., Gallese, V., & Rizzolatti, G. (2002). Hearing sounds, understanding actions: Action representation in mirror neurons. Science, 297(5582), 846–848.

    Article  Google Scholar 

  • Larssen, B. C., Ong, N. T., & Hodges, N. J. (2012). What and learn: Seeing is better than doing when acquiring consecutive motor tasks. PLoS ONE, 7(6), 1–8.

    Article  Google Scholar 

  • Lee, T. D., & Magill, R. A. (1983). The locus of contextual interference in motor-skill acquisition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 4, 730–746.

    Google Scholar 

  • Lee, T. D., & Magill, R. A. (1985). Can forgetting facilitate skill acquisition? Advances in Psychology, 27, 3–22.

    Article  Google Scholar 

  • Li, J., Grierson, L. E., Wu, M. X., Breuer, R., & Carnahan, H. (2013). Perceptual motor features of expert acupuncture lifting-thrusting skills. Acupuncture in Medicine. (acupmed-2012).

  • Magill, R. A., & Hall, K. G. (1990). A review of the contextual interference effect in motor skill acquisition. Human Movement Science, 3(5), 241–289.

    Article  Google Scholar 

  • Mattar, A. A., & Gribble, P. L. (2005). Motor learning by observing. Neuron, 46(1), 153–160.

    Article  Google Scholar 

  • Meyer, D. E., Abrams, R. A., Kornblum, S., Wright, C. E., & Smith, J. E. (1988). Optimality in human motor performance: Ideal control of rapid aimed movements. Psychological Review, 95(3), 340.

    Article  Google Scholar 

  • Norman, G., Dore, K., & Grierson, L. E. M. (2012). The minimal relationship between simulation fidelity and transfer of learning. Medical education, 46(7), 636–647.

    Article  Google Scholar 

  • Pellegrino, G. D., Fadiga, L., Fogassi, L., Gallese, V., & Rizzolatti, G. (1992). Understanding motor events: A neurophysiological study. Experimental Brain Research, 91, 176–180.

    Article  Google Scholar 

  • Rohbanfard, H., & Proteau, L. (2011). Learning through observation: A combination of expert and novice models favors learning. Experimental Brain Research, 215, 183–197.

    Article  Google Scholar 

  • Rojas, D., Cristancho, S., Rueda, C., Grierson, L., Monclou, A., & Dubrowski, A. (2011). The validation of an instrumented simulator for the assessment of performance and outcome of knot tying skill: A pilot study. Studies in Health Technology and Informatics, 163, 517–523.

    Google Scholar 

  • Schmidt, R. A., & Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3(4), 207–217.

    Article  Google Scholar 

  • Schmidt, R. A., Zelaznik, H., Hawkins, B., Frank, J. S., & Quinn, J. T., Jr. (1979). Motor-output variability: A theory for the accuracy of rapid motor acts. Psychological Review, 86(5), 415.

    Article  Google Scholar 

  • Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology, 5(2), 179–187.

    Google Scholar 

  • Ste-Marie, D. M., Law, B., Rymal, A. M., Jennie, O., Hall, C., & McCullagh, P. (2012). Observation interventions for motor skill learning and performance: An applied model for the use of observation. International Review of Sports and Exercise Psychology, 5(2), 145–176.

    Article  Google Scholar 

  • Taylor, K., & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24(6), 837–848.

    Article  Google Scholar 

  • Weir, P. L., & Leavitt, J. L. (1990). Effects of model’s skill level and model’s knowledge of results on the performance of a dart throwing task. Human Movement Science, 9, 369–383.

    Article  Google Scholar 

  • Wright, D. L., Li, Y., & Coady, W. (1997). Cognitive processes related to contextual interference and observational learning: A replication of Blandin, Proteau, and Alain (1994). Physical Education, Recreation and Dance, 1, 106–109.

    Google Scholar 

  • Wulf, G., & Shea, C. H. (2002). Principles derived from the study of simple skills do not generalize to complex skill learning. Psychonomic Bulletin & Review, 9(2), 185–211.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Kinesiology, McMaster University, Hamilton, Canada

    Arthur Welsher & Lawrence E. M. Grierson

  2. Department of Family Medicine, David Braley Health Sciences Centre, McMaster University, 100 Main St. W., 5003B, Hamilton, ON, L8P 1H6, Canada

    Lawrence E. M. Grierson

  3. Program for Educational Research and Development, Faculty of Health Sciences, McMaster University, Hamilton, Canada

    Lawrence E. M. Grierson

Authors
  1. Arthur Welsher
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lawrence E. M. Grierson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lawrence E. M. Grierson.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Welsher, A., Grierson, L.E.M. Enhancing technical skill learning through interleaved mixed-model observational practice. Adv in Health Sci Educ 22, 1201–1211 (2017). https://doi.org/10.1007/s10459-017-9759-0

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10459-017-9759-0

Keywords

Search

Navigation