Background: When learning multiple tasks, blocked or random training schedules may be used. We assessed the effects of blocked and random schedules on the acquisition and retention of laparoscopic skills.
Methods: Thirty-six laparoscopic novices were randomized to practice laparoscopic tasks using blocked, random, or no additional training. Participants performed immediate post-tests, followed by retention tests 6 weeks later. Outcomes included previously validated Fundamentals of Laparoscopic Surgery (FLS) and hand-motion efficiency scores.
Results: Both blocked and random groups had significantly higher FLS and hand-motion efficiency scores over baseline on post-tests for each task (P < .05) and higher overall FLS scores than controls on retention tests (P < .01). No difference was seen between the blocked and random groups in the amount of skill acquired or skill retained.
Conclusions: Both blocked and random training schedules can be considered as valid training options to allow programs and learners to tailor training to their individual needs.
Keywords: Computer-assisted assessment; Contextual interference; Education; Laparoscopic surgery; Simulation; Technical skills.
Copyright © 2015 Elsevier Inc. All rights reserved.