Technical skill training improves the ability to learn.

BACKGROUND: In the initial phases of surgical training, attentional resources are monopolized by the execution of novel tasks. This consideration can result in overwhelming attentional resources, leaving few for other tasks. Practicing a technical task decreases the attentional resources required for its execution. These resources are then free for redistribution to other, clinically important tasks. This pilot study investigated how laboratory-based surgical training on a technical procedure affects concurrent acquisition of other, nontechnical information.

METHODS: After watching an instructional video, 16 first-year surgical residents performed a pyloroplasty procedure and were divided randomly so half received 6 trials of hands-on practice of the procedure (practice group) whereas the other did not (no practice). After 1 week, participants returned to perform the procedure on 2 tests: isolated procedural performance (transfer) and concurrent procedural and listening performance (dual). Procedural and listening performances were compared between groups using expert measures of performance (Global Rating Scale [GRS], task-specific checklist, and number of errors) and written test scores.

RESULTS: GRS and error scores reflected greater practice group performance on both tests: transfer test (P < .05 for all measures) and dual test (GRS, P < .05; error, P < .001). Most important, the practice group also retained more clinical information, indicated by higher written test scores (P < .001).

CONCLUSION: Findings in this study suggest that practice outside of the operating room may result in a decrease in attentional resources dedicated to technical task execution, thus facilitating trainees' ability to distribute attentional resources between concurrent, clinically important task performances.