This literature review covers the choices to consider in training complex procedural, perceptual and motor skills. In particular, we focus on laparoscopic surgery. An overview is provided of important training factors modulating the acquisition, durability, transfer, and efficiency of trained skills. We summarize empirical studies and their theoretical background on the topic of training complex cognitive and motor skills that are pertinent to proficiency in laparoscopic surgery. The overview pertains to surgical simulation training for laparoscopy, but also to training in other demanding procedural and dexterous tasks, such as aviation, managing complex systems and sports. Evidence-based recommendations are provided for facilitating efficiency in laparoscopic motor skill training such as session spacing, adaptive training, task variability, part-task training, mental imagery and deliberate practice.

Optimal training design for procedural motor skills: a review and application to laparoscopic surgery

Attention and arousal

Principles of Training

Interaction takes crucial part in English language teaching and learning. It could determine the successfulness of teaching and learning in the classroom. Relying on the fact, interaction becomes the main means for teacher and students to exchange their ideas, feelings, opinions, insights, and etc. Especially for the teachers themselves, maintaining interaction with students is considered to be very important thing. In this case, teachers need to employ some proper strategies and approaches in order to deal with such kind of activity. Nowadays, a great number of teachers apply student-centered approach more than teacher-centered one in the way they teach English. Student-centered approach is believed to be able to encourage the teachers to raise their awareness to interact more with the students by implementing Communicative Language Teaching (CLT). In this library-based research paper, the writers would like to elevate the importance of classroom interaction in Communicative Language Teaching (CLT) as an important means for teachers in their respective classrooms.

/pdf/the-importance-of-teacher-students-interaction-in-1eq6xhti60.pdf

The importance of teacher – students interaction in communicative language teaching (clt)

/pdf/multimedia-computer-assisted-and-computer-managed-38dm9oz1c3.pdf

Multimedia Computer-Assisted and Computer-Managed Instruction.

: For this report, the part-task and whole-task training and context- dependent and context-independent presentation literature was reviewed. For part-/whole-task training, the influences of early research on the selection of training methods, relationships between training methods and task characteristics and trainees' individual differences, and different methods of part-task training were discussed. For context-dependent/independent presentation, early research findings, relationships between trainees' cognitive styles and the presentation methods, presentation methods and transfer of training, and presentation methods and trainees' attention were discussed. Generally, the research showed that whole-task training is the preferred method if the task is simple and can be reasonably approximated by the trainee. However, if the task is dangerous or highly complex and can be easily divided into subtasks, part-task training is the better choice. Context-dependent methods are favored over context-independent methods for recall and recognition. However, if the acquired knowledge and skills must be selectively applied in a variety of situations, context independent presentation methods are recommended. Context dependency, Computer-based instruction, Part-task, Presentation style, Whole-task, Training method.

https://apps.dtic.mil/sti/pdfs/ADA285954.pdf

A Review of the Literature on Part-Task and Whole-Task Training and Context Dependency

: Stress and its effects on task performance and on human physical and mental well-being have received a great amount of attention The majority of the efforts directed at reducing the negative effects of stress have either been after-the-fact treatments of individuals exposed to stress or 'time out' methods that include relaxation and communication techniques While these have been shown to be useful techniques, their effectiveness is limited Certain tasks do not allow for 'time out' exercises, and only treating individuals after the fact does not remove the negative effects of stress on performance There is a need, then, for preparing individuals to perform in environments in which stress and its effects can negatively influence performance and the task that does not allow for 'time out' exercises This paper discusses methods for training individuals for performance in an intense environment Phased-intensity and graduated-intensity training are discussed in detail Phased-intensity training allows the trainees to practice the basic skills without any level of intensity present and then to experience the intensity level that the trainee will encounter in the actual task performance situation Graduated-intensity training presents intensity throughout training with a gradual increase as training continues This review points out the flexibility and ease with which intensity of the training environment can be presented using simulators

Environmental Intensity, Stress, and Training.

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A Review of the Literature on Part-Task and Whole-Task Training and Context Dependency

Environmental Intensity, Stress, and Training.