Published in:
01-06-2019 | Original Research
Why Content and Cognition Matter: Integrating Conceptual Knowledge to Support Simulation-Based Procedural Skills Transfer
Published in: Journal of General Internal Medicine | Issue 6/2019
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Background
Curricular constraints require being selective about the type of content trainees practice in their formal training. Teaching trainees procedural knowledge about “how” to perform steps of a skill along with conceptual knowledge about “why” each step is performed can support skill retention and transfer (i.e., the ability to adapt knowledge to novel problems). However, how best to organize how and why content for procedural skills training is unknown.
Objectives
We examined the impact of different approaches to integrating why and how content on trainees’ skill retention and transfer of simulation-based lumbar puncture (LP).
Design and Participants
We randomized medical students (N = 66) to practice LP for 1 h using one of three videos. One video presented only the how content for LP (Procedural Only). Two other videos presented how and why content (e.g., anatomy) in two ways: Integrated in Sequence, with why content followed by how content, or Integrated for Causation, with how and why content integrated throughout.
Main Measures
Pairs of blinded raters scored participants’ retention and transfer LP performances on a global rating scale (GRS), and written tests assessed participants’ procedural and conceptual knowledge.
Key Results
Simple mediation regression analyses showed that participants receiving an integrated instructional video performed significantly better on transfer through their intervention’s positive impact on conceptual knowledge (all p < 0.01). Further, the Integrated for Causation group performed significantly better on transfer than the Integrated in Sequence group (p < 0.01), again mediated by improved conceptual knowledge. We observed no mediation of participants’ skill retention (all p > 0.01).
Conclusions
When teaching supports cognitive integration of how and why content, trainees are able to transfer learning to new problems because of their improved conceptual understanding. Instructional designs for procedural skills that integrate how and why content can help educators optimize what trainees learn from each repetition of practice.