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Banse et al: Teaching veterinary surgical skills: Comparison of massed versus spaced instruction
Veterinary Surgery 7, 2022

🔍 Key Findings

  • Spaced instruction (SI) improved immediate performance on the first learned skill compared to massed instruction (MI) in both LSU and LMU cohorts.
  • Cognitive load was higher in MI students at LMU, particularly in physical demand, effort, and frustration, while LSU showed no significant cognitive load differences.
  • Skill performance differences disappeared after 2 weeks of supervised practice, regardless of instructional format.
  • Time to complete skills improved over time, but this did not always correlate with improved checklist or global rating scores.
  • Intrinsic cognitive load increased when teaching more complex or related surgical tasks in the same session.
  • Initial skill complexity and prior exposure may influence effectiveness of spaced vs massed instruction.
  • Supervised practice sessions are critical to eliminate initial skill disparities between instructional methods.
  • Massed instruction may still be acceptable if followed by scheduled practice opportunities.

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← Articles

Banse et al: Teaching veterinary surgical skills: Comparison of massed versus spaced instruction
Veterinary Surgery 7, 2022

🔍 Key Findings

  • Spaced instruction (SI) improved immediate performance on the first learned skill compared to massed instruction (MI) in both LSU and LMU cohorts.
  • Cognitive load was higher in MI students at LMU, particularly in physical demand, effort, and frustration, while LSU showed no significant cognitive load differences.
  • Skill performance differences disappeared after 2 weeks of supervised practice, regardless of instructional format.
  • Time to complete skills improved over time, but this did not always correlate with improved checklist or global rating scores.
  • Intrinsic cognitive load increased when teaching more complex or related surgical tasks in the same session.
  • Initial skill complexity and prior exposure may influence effectiveness of spaced vs massed instruction.
  • Supervised practice sessions are critical to eliminate initial skill disparities between instructional methods.
  • Massed instruction may still be acceptable if followed by scheduled practice opportunities.

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Multiple Choice Questions on this study

In Banse 2022 et al., on skill retention methods, what likely explained the temporary reversal in skill scores one day post-training in LMU MI students?

A. Higher intrinsic motivation and outside practice
B. Higher baseline experience
C. Better video instruction
D. Lower initial cognitive load
E. Faculty bias in scoring

Answer: Higher intrinsic motivation and outside practice

Explanation: Authors hypothesized MI students practiced independently after scoring lower, improving their performance by the next day.
In Banse 2022 et al., on skill retention methods, what is a key consideration when using massed instruction in veterinary surgical curricula?

A. It requires more faculty supervision
B. It is only effective for advanced skills
C. It should be followed by structured practice
D. It guarantees superior performance
E. It reduces student frustration

Answer: It should be followed by structured practice

Explanation: Massed instruction is acceptable if followed by supervised practice sessions to ensure performance parity.
In Banse 2022 et al., on skill retention methods, how did performance outcomes compare between SI and MI groups 3–4 weeks after instruction?

A. SI students retained significantly better performance
B. MI students performed better due to greater initial struggle
C. MI students performed faster but less accurately
D. Performance was similar between both groups
E. MI students scored lower than SI students on all assessments

Answer: Performance was similar between both groups

Explanation: After two supervised practice sessions, both SI and MI groups achieved comparable performance levels.
In Banse 2022 et al., on skill retention methods, which component of cognitive load was significantly higher in massed instruction (MI) students at LMU?

A. Mental demand
B. Social engagement
C. Tool familiarity
D. Visual feedback demand
E. Assessment anxiety

Answer: Mental demand

Explanation: LMU MI students reported higher mental, physical, and time demands, indicating elevated cognitive load.
In Banse 2022 et al., on skill retention methods, what was the observed benefit of spaced instruction (SI) over massed instruction (MI) in veterinary students?

A. Improved performance on the second skill learned
B. Reduced need for supervised practice
C. Improved performance on the first skill learned
D. Reduced total cognitive load
E. Improved long-term retention

Answer: Improved performance on the first skill learned

Explanation: Students in the SI group performed better on the first learned skill than those in the MI group immediately post-training.

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