期刊
MEDICAL EDUCATION
卷 42, 期 6, 页码 607-612出版社
WILEY-BLACKWELL PUBLISHING, INC
DOI: 10.1111/j.1365-2923.2007.02964.x
关键词
randomized controlled trial [publication type]; surgery, education; education, medical, undergraduate, methods; mental processes; teaching, methods; self assessment; questionnaires; students, medical, psychology; attitude of health personnel
资金
- Scott and White Foundation
- Texas A & M College of Medicine
CONTEXT Although surgeons and athletes frequently use mental imagery in preparing to perform, Mental imagery has not been extensively researched as a learning technique in medical education. OBJECTIVE A mental imagery rehearsal technique was experimentally compared with textbook study to determine the effects of each on the learning of basic surgical skills. METHODS Sixty-four Year 2 medical students were randomly assigned to 2 treatment. groups in which they undertook either mental imagery or textbook study. Both groups received the usual skills course of didactic lectures, demonstrations, physical practice with pigs' feet and a live animal laboratory. One group received additional training in mental imagery and the other group was given textbook study. Performance was assessed at 3 different time-points using a reliable rating scale. RESULTS Analysis of variance on student performance in live rabbit surgery revealed a significant interaction favouring the imagery group over the textbook study group. CONCLUSIONS The mental imagery technique appeared to transfer learning from practice to actual surgery better than textbook study.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据