What's your best time? Chronometry in the learning of medical Procedures  

Oleh:

Pusic, Martin V ; Brydges, Ryan ; Kessler, David ; Szyld, Demian ; Nachbar, Martin ; Kalet, Adina

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Medical Education vol. 48 no. 05 (May 2014), page 479-488.

Ketersediaan

Perpustakaan FK Nomor Panggil: M34.K.2014.01 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

OBJECTIVE Most medical procedure have a time element. It is uncommon, however, to explicitly use chronometry, the measurement of time, in the learning of these procedures. This study considered whether instructional designs that includes chronometry could improve deliberate practice and be used in meaningful formative assessment. METHODS A selective review of the medical education literature was undertaken to identify how chronometry was used in broad sampling of medical education research in the learning of medical procedures. We identified prior publication in which time measurement was used either directly as a pedagogic intervention or as an assessment method in a medical school programme. RESULTS our review suggests a number of desirable features of chronometry. For the individual learner, Procedural time measurement can demonstrate both improving ability and increasing consistency. chronometry can enhance instructional designs involving deliberate practice by facilitating over learning (i.e. learning that goes beyond minimum competence), increasing the challenge level and enhancing self-regulation of learning(e.g self-competition. Breaking down chronometric data into meaningful interval or split time might furthure inform instructional designs. CONCLUSIONS Chronometry has the potential to contribute to instructional designs and assessment methods in medical procedures training. However, more research is needed to elucidate its full potential and describe possible negative consequences of this widely available but underutilised educational tool.

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