Effects of dynamic training on learning curves and skill transfer in a force-based laparoscopic task.

Abstract

Background: Laparoscopic training is essential for developing safe and effective surgical skills. While most training tasks are performed in static environments, intra-abdominal conditions are inherently dynamic due to physiological motion. Although dynamic training may therefore enhance skill acquisition and transfer, its effects on force-based laparoscopic tasks remain unclear.

Methods: In this randomized controlled study, 18 novices performed a force-based wire chaser task in a laparoscopic box trainer. Participants were assigned to a Static or Dynamic training group. The Dynamic group trained on a moving platform, while the Static group trained without movement. All participants completed four training trials, followed by a dynamic test and a static test. Four key objective performance metrics (time, mean non-zero force, maximum force, and path length) were recorded. Primary analyses compared between-group differences. Secondary analyses assessed within-group learning (trial 1 vs 4) and transition effects (trial 4 vs dynamic and static tests).

Results: No significant differences between groups were observed at the predefined primary assessment points and both groups demonstrated significant learning effects during training. Transition analyses showed that participants trained statically exhibited increased force application and movement when performing the dynamic test, whereas no significant transition effects were observed in the Dynamic group. Conversely, limited improvements were observed when transitioning to the static task. Data distribution suggested that a subset of participants in the Dynamic group achieved relatively high performance during the dynamic test.

Conclusions: In this study, dynamic training did not result in superior overall performance compared to static training in this force-based task. However, it may influence learning strategies and adaptability, particularly for a subset of learners. Dynamic training may therefore serve as a complementary modality to increase task complexity and adaptability. Future research should investigate long-term effects on skill acquisition and explore the urgency for dynamic tasks in laparoscopic training curricula.