BACKGROUND: The aim of this study was to determine if technical surgical experience enhances the learning of new cognitive information under multitasking conditions. METHODS: Junior (years 1-3) and experienced (years 4 and 5) general surgery residents performed a Nissen fundoplication on a synthetic model (the primary task). While performing the primary task, they listened to and memorized information describing the steps of a computer-assisted hip replacement surgery (the secondary task). Performance on the primary and secondary tasks was assessed using performance metrics and multiple-choice questions. RESULTS: The primary task was performed better by the senior than the junior trainees (P = .001, P = .007). The senior trainees also scored higher on the secondary task than the junior trainees (P = .001). CONCLUSIONS: Senior trainees have superior capacity to multitask. This may have direct implications on both clinical and simulation-based education, such that educators need to adjust the amount of information presented in accordance to trainees' levels of training.
BACKGROUND: The aim of this study was to determine if technical surgical experience enhances the learning of new cognitive information under multitasking conditions. METHODS: Junior (years 1-3) and experienced (years 4 and 5) general surgery residents performed a Nissen fundoplication on a synthetic model (the primary task). While performing the primary task, they listened to and memorized information describing the steps of a computer-assisted hip replacement surgery (the secondary task). Performance on the primary and secondary tasks was assessed using performance metrics and multiple-choice questions. RESULTS: The primary task was performed better by the senior than the junior trainees (P = .001, P = .007). The senior trainees also scored higher on the secondary task than the junior trainees (P = .001). CONCLUSIONS: Senior trainees have superior capacity to multitask. This may have direct implications on both clinical and simulation-based education, such that educators need to adjust the amount of information presented in accordance to trainees' levels of training.
Authors: Marianne Hollensteiner; Melanie Botzenmayer; David Fürst; Martin Winkler; Peter Augat; Sabrina Sandriesser; Falk Schrödl; Benjamin Esterer; Stefan Gabauer; Klaus Püschel; Andreas Schrempf Journal: J Mater Sci Mater Med Date: 2018-09-29 Impact factor: 3.896