Practice Sessions Research Articles

Practicing traditional cultural games skills according to random and game-based practice schedules can improve gross motor skills performance.

The aim of this research was to examine the effects of using a random and game-based practice schedule for Traditional Cultural Games (TCG) skills on the performance of gross motor skills. Specifically, skills of two types of TCG, Chindro, an individual TCG, and Pittu-Garam, a team TCG, were practiced. 102 primary school children, ages seven to ten, attended a total of eighteen sessions of skill practice in 6 weeks, practicing TCG motor skills found in the game of Chindro or Pittu-Garam. For each TCG, participants were assigned to either random or game-based conditions, contributing to four experimental groups (Chindro random, Chindro game-based, Pittu random, and Pittu game-based). Gross motor skills performance was measured, before and after the experiment, according to the Test of Gross Motor Development-2. Particularly, the performance of six gross motor skills, Catch, Overhead Throw, Underhand Roll, Hop, Leap, and Jump, were assessed. Additionally, through a transfer test, the same skills were evaluated from a real-world game situation. In the skills performance test, all four groups significantly improved gross motor skills performance by the end of the experiment. However, there was no difference found between the groups based on game-based and random selection in the skills performance test and the game transfer test for both TCG. Practicing TCG skills according to high interference practice schedules, whether individually or in combination, improved gross motor skills performance. The study indicated that a game-based practice schedule could be a substitute for a random practice schedule when planning a training session involving high-interference practice schedules.

Training Session Models in Endurance Sports: A Norwegian Perspective on Best Practice Recommendations.

Our scientific understanding of the mechanistic and practical connections between training session prescriptions, their execution by athletes, and adaptations over time in elite endurance sports remains limited. These connections are fundamental to the art and science of coaching. By using successful Norwegian endurance coaches as key informants, the aim of this study is to describe and compare best practice session models across different exercise intensities in Olympic endurance sports. Data collection was based on a four-step pragmatic qualitative study design, involving questionnaires, training logs from successful athletes, and in-depth and semi-structured interviews, followed by negotiation among researchers and coaches to assure our interpretations. Twelve successful and experienced male Norwegian coaches from biathlon, cross-country skiing, long-distance running, road cycling, rowing, speed skating, swimming, and triathlon were chosen as key informants. They had been responsible for the training of world-class endurance athletes who altogether have won > 370 medals in international championships. The duration of low-intensity training (LIT) sessions ranges from 30min to 7h across sports, mainly due to modality-specific constraints and load tolerance considerations. Cross-training accounts for a considerable part of LIT sessions in several sports. Moderate (MIT)- and high-intensity training (HIT) sessions are mainly conducted as intervals in specific modalities, but competitions also account for a large proportion of annual HIT in most sports. Interval sessions are characterized by a high accumulated volume, a progressive increase in intensity throughout the session, and a controlled, rather than exhaustive, execution approach. A clear trend towards shorter intervals and lower work: rest ratio with increasing intensity was observed. Overall, the analyzed sports implement considerably more MIT than HIT sessions across the annual cycle. This study provides novel insights on quantitative and qualitative aspects of training session models across intensities employed by successful athletes in Olympic endurance sports. The interval training sessions revealed in this study are generally more voluminous, more controlled, and less exhaustive than most previous recommendations outlined in research literature.

Mewujudkan Pembelajaran Kejuruan yang Nyaman: Implementasi Kaidah Ergonomi dalam Praktek Pengelasan di SMK Negeri 1 Purworejo

Various welding positions and extended durations of welding practice sessions can contribute to Musculoskeletal Disorders (MSDs) complaints among Vocational High School (SMK) students. MSDs encompass conditions that manifest symptoms affecting muscles, nerves, tendons, ligaments, joints, cartilage, and the spinal cord. The implementation of an ergonomic welding table may assist welding operators in working on projects for prolonged periods with a reduced risk of MSDs complaints. This article reports on the community service activities conducted by the Vocational and Mechanical Engineering Education research group at Universitas Sebelas Maret in developing and implementing an ergonomic welding table at SMK Negeri 1 Purworejo. Ergonomic parameters used for reference include the Nordic Body Map (NBM), Rapid Entire Body Assessment (REBA), and Rapid Under Limbs Assessment (RULA). The pre and post experiment analysis indicates a decrease in NBM, REBA, and RULA scores following the implementation of the ergonomic welding table, suggesting the potential for minimizing MSDs complaints.

Training on Videoscribe-Based HOTS Learning Media Development to Improve the Skills of Teachers

The community service program in the form of training in creating HOTS-based Videoscribe learning media for Al-Azhar Islam Plus Elementary School teachers was initiated to overcome the challenges of suboptimal integration of information technology in the learning process. The distribution of teacher skills regarding technology, which is currently still low, means that many teachers in various schools still need the insight or skills to optimise the use of technology to maximise the classroom learning system. This training program aims to increase Al-Azhar Islam Plus Elementary School teachers' understanding of HOTS material for elementary school students and build teachers' skills in operating Videoscribe Sparkol software to create learning media. This training program was carried out in a structured manner using the ABCD method. During its implementation, several stages of training were carried out, namely, holding interactive workshops related to HOTS material and Videoscribe Sparkol software, group discussions, and direct practice sessions. Videoscribe, an effective learning visualisation tool, is the main focus of the training. This technology is an important means to facilitate students' HOTS development, stimulating critical, analytical and creative thinking. This training program has succeeded in increasing the understanding of Al-Azhar Islam Plus Elementary School teachers regarding HOTS material, as evidenced by the percentage of 83% of teachers who participated in the training getting a score above 80 on the post-test. The teachers at Al-Azhar Islam Plus Elementary School have also succeeded in working together and creating two learning videos using Videoscribe Sparkol software at the end of the training program. The success of this training not only confirms the need for digital literacy for teachers and highlights Videoscribe's significant potential in creating deeper and more memorable learning experiences for students, in line with the evolving needs of contemporary education. This dedication is evidence of constant efforts to perfect the teaching and learning process in the digital era, placing quality and innovation at its core.

Kegiatan Senam Ergonomic Berbasis Spiritual untuk Mengurangi Nyeri Gout Arthritis pada Lansia di Wilayah SP.6 Sari Bunga Mas Lahat Tahun 2023

Gout arthritis is an inflammatory joint disease often causing severe pain due to the accumulation of uric acid crystals in the joints. Typically, it results in swelling, redness, and pain in one or multiple joints, particularly in the big toe. This condition is associated with high levels of uric acid in the body, triggering harrowing gout attacks. Thus, physical activities and health education are initial steps in addressing pain complaints and elevations in uric acid levels among older adults and individuals with gout arthritis. This involves providing ergonomic exercise training through lectures, simulations, and practice sessions. The results show a reduction in pain intensity among older adults before and after the activity conducted over a month with four meetings. Furthermore, there is an expectation for the government and stakeholders to introduce scheduled and community-based structured activities as an initial step in addressing health issues, particularly among older adults.

Outcomes of co-designed communities of practice that support members to address public health issues.

Communities of practice are commonly used to support members in responding to public health issues. This study evaluated the outcomes of five co-designed communities of practice to determine if members' expectations were met, if knowledge sharing between members extended to knowledge translation, and if that supported members in addressing public health issues. Data were collected through an initial needs assessment, observations were made during community of practice sessions over 1 year, and qualitative interviews were conducted at the end of that year. The findings provided evidence that members' expectations were met, knowledge sharing took place within the communities of practice, and personal benefits gained supported members in advancing knowledge sharing with other members to knowledge translation outside their community of practice. Results demonstrate three outcomes of knowledge translation for members: disseminating knowledge to others, applying knowledge to make small-scale changes in practice and leveraging the knowledge to expand its reach beyond members' organizations. While the scale and speed of expanding outcomes were below initial expectations as indicated in the initial needs assessments, members remained optimistic about achieving larger-scale impacts in the future. This study showed that communities of practice achieve gradual progress rather than quick wins. Co-design supports the facilitators in meeting members' needs, which can positively contribute to members sharing knowledge and translating that knowledge to support their practice to address public health issues.

Exploring the Benefits of Stroboscopic Technology and Guided Visualization in Teaching Suturing Techniques to Veterinary Medicine Students

Suturing is widely regarded to be a core competency of veterinary education. With curricular requirements expanding, training interventions that improve students’ suturing skills without added time would be valuable. This study evaluated the effects of stroboscopic visual resistance training, a technique using intermittent occlusion of vision, and guided visualization on suturing technique and speed. Students’ anxiety levels were also assessed. Twenty-nine veterinary students with no prior surgical experience were divided into stroboscopic, visualization and control groups. Simple interrupted, simple continuous, and cruciate patterns were taught by an American College of Veterinary Surgeons (ACVS)-boarded veterinarian in week 1, and students also took an anxiety test at this time. One-hour-long tutored practice sessions were held for each group in weeks 2, 3, 4 and 6, and assessments were conducted in weeks 5 and 7. Assessments were conducted by a second ACVS-boarded veterinarian blinded to group assignments. Students in the stroboscopic training group had faster suturing times compared to students in the control group for the cruciate pattern at week 5 ( p = 0.001) and week 7 ( p = 0.006), and faster times compared to students in the visualization group at week 5 ( p = 0.002). Students in the stroboscopic training group had faster suturing times than the control group ( p = 0.005) for the simple continuous pattern at week 7. No significant differences were observed in anxiety. There was no significant difference in technique scores for any group with any pattern at any time point. Stroboscopic training may result in faster suturing times without deterioration of suturing technique.

Monitoring student behavior in autonomous automatic speech recognition-based pronunciation practice

A growing number of studies are investigating the role of Automatic Speech Recognition (ASR) technology in second language (L2) pronunciation learning, highlighting its potential to promote autonomous learning and enhance the development of L2 pronunciation. However, how learners interact with ASR systems remains largely unknown. The current study examined the behavior of 46 English-as-a-foreign language learners over six sessions of autonomous ASR-based pronunciation practice. It also explored potential relationship between learners' behavior and individual differences in motivation and pronunciation attitude. Analyses of the learners' screen recordings shed light on their interaction with the ASR output, including the proportion of words successfully transcribed on the first attempt and unsuccessful cases requiring subsequent attempts—whether repaired, ignored, or remaining unrepaired despite several attempts. Results from motivation and attitude questionnaires revealed that learners with a higher pronunciation attitude at the study's onset were more likely to reattempt a word not successfully transcribed by the ASR system. Motivation, however, was not found to be linked to learner behavior. The findings contribute to the expanding research on ASR technology in L2 pronunciation learning by emphasizing the influence of learner behaviors and attitudes, and providing important insights for L2 practitioners and researchers.

Identifying Key Training Load and Intensity Indicators in Ice Hockey Using Unsupervised Machine Learning

ABSTRACT To identify key training load (TL) and intensity indicators in ice hockey, practice, and game data were collected using a wearable 200-Hz accelerometer and heart rate (HR) recording throughout a four-week (29 days) competitive period (23 practice sessions and 8 competitive games in 17 elite Danish players (n = 427 observations). Within-individual correlations among accelerometer- (total accelerations [Acctot], accelerations >2 m·s−2 [Acc2], total accelerations [Dectot], decelerations <- 2 m·s−2 [Dec2]), among HR-derived (time >85% maximum HR [t85%HRmax], Edwards’ TL and modified training impulse) TL indicators, and between acceleration- and HR-derived TL parameters were large to almost perfect (r = 0.69–0.99). No significant correlations were observed between accelerometer- and HR-derived intensity indicators. Three between- and two within-components were found. The K-means++ cluster analysis revealed five and four clusters for between- and within-loadings, respectively. The least Euclidean distance from their centroid for each cluster was reported by session-duration, Acctot, Dec2, TRIMPMOD, %t85HRmax for between-loadings, whereas session-duration, Acc2, t85HRmax and Dec2/min for within-loadings. Specific TL or intensity variables might be relevant to identify similar between-subject groups (e.g. individual player, playing positions), or temporal patterns (e.g. changes in TL or intensity over time). Our study provides insights about the redundancy associated with the use of multiple TL and intensity variables in ice hockey.

How do testing and test-potentiated learning versus worked example method affect medium- and long-term knowledge in abstract algebra for pre-service mathematics teachers?

The retention of foundational knowledge is crucial in learning and teaching mathematics. However, a significant part of university students do not achieve long-term knowledge and problem-solving skills. A possible tool to increase further retention is testing, the strategic use of retrieval to enhance memory. In this study, the effect of a special kind of testing versus worked examples was investigated in an authentic educational setting, in an algebra course for pre-service mathematics teachers. The potential benefits of using tests versus showing students worked examples at the end of each practice session during a semester were examined. According to the results, there was no difference between the effectiveness of the two methods in the medium term—on the midterm that students took on the 6th week and the final that students took on the 13th week of the semester, the testing group performed the same as the worked example group. However, testing was more beneficial regarding long-term retention in studying and solving problems in abstract mathematics. Analyzing the results of the post-test that students took five months after their final test, the authors found that the improvement of those students who learned the material with testing was significantly larger than that of the worked example group. These findings suggest that testing can have a meaningful effect on abstract algebra knowledge and a long-lasting impact on solving complex, abstract mathematical problems.

Rapid Scale-Up of Screening for Early Detection of Sudan Virus Disease (SVD) in Healthcare Facilities (HCFs) during the 2022 Outbreak in Uganda

Background: The Uganda Ministry of Health (MoH) and implementing partners instituted an infection prevention and control (IPC) response strategy during the Uganda SVD outbreak in 2022 that involved rapid enhancement of screening capacity at HCFs. Rapid scale-up of screening for infectious diseases, such as SVD, is critical for early identification and triage of suspected or confirmed cases in HCFs. We describe the rapid deployment of a multimodal IPC strategy implemented in response to the SVD outbreak and the resulting impact on screening measures at HCFs. Methods: We implemented a multimodal IPC strategy in HCFs from five high risk districts to improve screening practices from November 2022–January 2023. The strategy included training health workers (HCWs) identified as IPC mentors; establishing screening areas; and providing screening supplies and communication materials. The three-day training utilized an MoH standardized training package with didactic and practice sessions. The mentors then cascaded screening information and skills to other HCWs through onsite trainings and mentorships and established screening areas. Baseline and endline (3 months after baseline) cross-sectional assessments were conducted using the MoH IPC Assessment Tool adapted from the WHO Ebola IPC Scorecard. The five main screening parameters assessed included presence of ≥ 1 meter distance between screener and the person screened, availability of a functional handwashing facility and infrared thermometer, correct record of each person’s temperature, and appropriate referral process for those suspected of having SVD to holding areas. IPC capacity was measured through the summation of each of these parameter results and calculated as an overall percentage. IBM SPSS Statistics 20 software was used for data analysis and a paired t-test done to determine any significant findings between mean scores (percentage) at baseline and endpoint. Results: A total of 296 IPC mentors were trained, screening information was cascaded to 3,899 HCWs, and screening areas were established in 1,135 HCFs. Based on the screening results from the MoH IPC assessment tool, capacity improved from 44% (SD=37) at baseline to 67% (SD=34) at endpoint. Screening capacity improved from baseline to endpoint among level II and public HCFs from 33% (SD=35) to 60% (SD=35) (p &lt; 0 .05) and from 54% (SD=38) to 76% (SD=31) (p &lt; 0 .05), respectively. Conclusion: Rapid implementation of a multimodal IPC strategy was successful in enhancing screening capacity across Uganda’s HCFs during a SVD response, which is critical for early identification of infected patients to interrupt transmission. This multimodal approach should be recommended for future response actions.

Training of Tutors in Problem Based Learning: Feedback of Participants

Background The faculty members should have knowledge on PBL process and must be familiar with the changing role of teacher to facilitator to adopt PBL as a teaching/learning strategy. The transition from the role of teacher to tutor is critical for the success of PBL. The objective of this study was to describe the process of proceedings of training workshop at the outset of introduction of PBL in Gandaki Medical College Nepal and assess the feedback of the tutors towards PBL training workshop.MethodsTwo one-day training workshops were organized at GMC; first on November 28, 2021, and second on October 16, 2022. Feedback of the participants was taken on valid semi-structured self-administered questionnaire at the end of proceedings of training workshops. Data was analyzed for frequency and central tendency. ResultsThe response rate was 100% (Total number of participants =37). The training workshops were rated for usefulness (7.89±0.90), content (7.83±0.76), relevance (7.83±0.98), facilitation (7.91±1.11) and overall process (8.13±0.82) using scale 1-10(1=Poor, 10= Excellent). Most of the participants found the sessions moderately important ("PBL Process" 70.3%, "Role of Tutor" 75.7%, "Designing PBL problem package" 48.6%, and “Conducting PBL" 70.3%). The majority of the participants recommended increasing the duration of workshop, allocate adequate time for the practice session and arrange other types of training workshops in medical education. Conclusions The significance of PBL trainings was recognized by the participants. Overall, their feedback on training workshops were positive.

Investigating the Higher Education Students' Perception of an Interactive Virtual Processing Station Application

This study aims to evaluate the Virtual Processing Station as a simulation-based learning medium in the context of engineering education, based on student perceptions. Student perceptions of this medium were evaluated based on four main aspects: relevance, attention, interest, and usefulness. This study involved 30 students from the Department of Electrical Engineering Education at Yogyakarta State University who had used the Virtual Processing Station in laboratory practice sessions. Data were collected through a questionnaire with 17 statements using a Likert scale and supplemented with qualitative feedback from respondents. The results showed that this learning medium was very well received by students, with an average rating of 90.59%. The relevance aspect received the highest score (92.92%), followed by the interest aspect (90.83%) and usefulness (90.56%). Although the attention aspect received a slightly lower score (84.72%), the medium was still considered quite effective in capturing students' attention during the learning process. Positive comments from respondents emphasized the effectiveness of this medium in helping students understand both the practical and theoretical concepts of PLC-based industrial automation systems. The conclusion of this study indicates that the Virtual Processing Station has great potential in supporting more interactive and efficient engineering learning. However, there is still room for improvement in areas such as the user interface and visualization. Future research should focus on assessing the short-term and long-term impacts of this medium, particularly through larger sample sizes and objective assessments of student performance before and after using the Virtual Processing Station. This approach will provide deeper insights into how these medium influences learning outcomes and the development of practical skills in engineering education.

Sosialisasi Pengenalan Dasar Teknologi Jaringan sebagai Pengetahuan Dasar dalam Bisnis Wifi

This socialization or training packaged as a Community Service Activity is motivated by the community's lack of understanding regarding the WiFi network when it wants to be developed into a business by the community itself. Based on the results of the service team's evaluation using pre-tests, it was found that people still did not understand what was needed and the function of each device, so for this problem the service team offered a solution in the form of training on WiFi networks. In this training the service team divided it into two sessions, namely a theory session and a field practice session. In this service process, the service team uses the planning, do, check and act (PDCA) method. This method has 4 stages, namely planning, do, check and act. The implementation process went smoothly according to plan and obtained satisfactory results. The evaluation results prove this by providing a post-test after the training and these results show that the public's understanding of WiFi networks has improved for the better.

Explaining the influence of practice on the grooved pegboard times of older adults: role of force steadiness.

The purpose was to identify the variables that can explain the variance in the grooved pegboard times of older adults categorized as either fast or slow performers. Participants (n = 28; 60-83years) completed two experimental sessions, before and after 6 practice sessions of the grooved pegboard test. The 2 groups were identified based on average pegboard times during the practice sessions. Average pegboard time during practice was 73 ± 11s for the fast group and 85 ± 13s for the slow group. Explanatory variables for the pegboard times before and after practice were the durations of 4 peg-manipulation phases and 12 measures of force steadiness (coefficient of variation [CV] for force) during isometric contractions with the index finger abductor and wrist extensor muscles. Time to complete the grooved pegboard test after practice decreased by 25 ± 11% for the fast group and by 28 ± 10% for the slow group. Multiple regression models explained more of the variance in the pegboard times for the fast group before practice (Adjusted R2 = 0.85) than after practice (R2 = 0.51), whereas the variance explained for the slow group was similar before (Adjusted R2 = 0.67) and after (Adjusted R2 = 0.64) practice. The explanatory variables differed between before and after practice for the fast group but only slightly for the slow group. These findings indicate that performance-based stratification of older adults can identify unique adjustments in motor function that are independent of chronological age.

Electric Motorbike Conversion Training to Reduce Pollution and Create A Friendly Environment For Society

Electric motorbike conversion training at Vocational High Schools (SMK) and motorbike workshops in Kotabumi, North Lampung, is a strategic step to prepare future workers to face the electricity-based transportation revolution. This study aims to evaluate the impact of training on improving the technical skills of vocational school students and motorbike repair shop mechanics, as well as analyzing the contribution of training to the adoption of environmentally friendly technology at the local level. The training method includes theoretical exposure, field practice sessions, and case studies to provide an in-depth understanding of electric motor conversion. Evaluation is carried out through practical exams and collecting feedback from participants and instructors. The research results showed a significant increase in participants' knowledge and skills regarding electric motor conversion. Adoption of this technology in local motorbike workshops is also increasing, creating the potential for reduced environmental impact and generating positive effects on the local automotive industry. The conclusion confirms that this training was successful in empowering vocational school students and motorbike repair mechanics, creating new career opportunities, and stimulating economic growth in the region. However, challenges such as adapting infrastructure and changing mindsets were also identified as areas requiring further attention. Therefore, this research provides valuable insights for further development in supporting technical education, industrial innovation and sustainability at the local level.

Associative white matter tracts selectively predict sensorimotor learning

Human learning varies greatly among individuals and is related to the microstructure of major white matter tracts in several learning domains, yet the impact of the existing microstructure of white matter tracts on future learning outcomes remains unclear. We employed a machine-learning model selection framework to evaluate whether existing microstructure might predict individual differences in learning a sensorimotor task, and further, if the mapping between tract microstructure and learning was selective for learning outcomes. We used diffusion tractography to measure the mean fractional anisotropy (FA) of white matter tracts in 60 adult participants who then practiced drawing a set of 40 unfamiliar symbols repeatedly using a digital writing tablet. We measured drawing learning as the slope of draw duration over the practice session and measured visual recognition learning for the symbols using an old/new 2-AFC task. Results demonstrated that tract microstructure selectively predicted learning outcomes, with left hemisphere pArc and SLF3 tracts predicting drawing learning and the left hemisphere MDLFspl predicting visual recognition learning. These results were replicated using repeat, held-out data and supported with complementary analyses. Results suggest that individual differences in the microstructure of human white matter tracts may be selectively related to future learning outcomes.

Empowerment and Provision of Early Health Education to Children in Orphanages

This Community Empowerment Program involves delivering education on handwashing techniques and raising awareness about the dangers of drugs to children living in the Ar-Ridho Orphanage. Consisting of three stages, namely planning, implementation, and evaluation, this service successfully generated enthusiasm among the participants during the delivery of the materials and handwashing practice sessions. Good information absorption occurred because the material was tailored to their age. Socialization about drugs was also conducted with the aim of providing understanding of their dangers and encouraging them to stay away from drugs from an early age. This activity combines delivering material about drugs with interactive games and quizzes, strengthening the children's understanding of the risks of drug abuse. The results are expected to enhance their understanding and foster a spirit to stay away from drug abuse. Throughout the socialization process, the participants showed enthusiasm both when listening to the material and when practicing proper handwashing. This is because of the use of strategies, methods, and media tailored to their age, allowing participants to understand the socialization material well during this service. Therefore, there is a need for ongoing supervision from the caretakers at the orphanage to ensure the absorption of the taught material.

A machine learning-driven web application for sign language learning.

Addressing the increasing demand for accessible sign language learning tools, this paper introduces an innovative Machine Learning-Driven Web Application dedicated to Sign Language Learning. This web application represents a significant advancement in sign language education. Unlike traditional approaches, the application's unique methodology involves assigning users different words to spell. Users are tasked with signing each letter of the word, earning a point upon correctly signing the entire word. The paper delves into the development, features, and the machine learning framework underlying the application. Developed using HTML, CSS, JavaScript, and Flask, the web application seamlessly accesses the user's webcam for a live video feed, displaying the model's predictions on-screen to facilitate interactive practice sessions. The primary aim is to provide a learning platform for those who are not familiar with sign language, offering them the opportunity to acquire this essential skill and fostering inclusivity in the digital age.

Simulation-Based Training Program for Peripherally Inserted Central Catheter Placement: Randomized Comparative Study of in-Person Training With Synchronous Feedback Versus Distance Training With Asynchronous Feedback.

Simulation training that includes deliberate practice is effective for procedural skill training. Delivering feedback remotely and asynchronously has been examined for more cost-efficient training. This prospective randomized study aimed to compare 2 feedback techniques for simulation training: synchronous direct feedback versus asynchronous distance feedback (ASYNC). Forty anesthesia and internal medicine residents were recruited after study approval by the institutional ethics committee. Residents reviewed instructional material on an online platform and performed a pretraining assessment (PRE) for peripherally inserted central catheter (PICC) placement. Each resident was then randomly assigned to 1 of 2 training types, practice with synchronous direct feedback (SYNC) or practice with ASYNC. Training consisted of four, 1-hour practice sessions; each was conducted once per week. Both groups underwent posttraining evaluation (POST). The PRE and POST assessments were videotaped and evaluated by 2 independent, blinded reviewers using a global rating scale. Thirty-five residents completed the training program and both evaluations. Both groups had significantly improved global rating scale scores after 4 sessions. The SYNC group improved from 28 to 45 points (P < 0.01); the ASYNC group improved from 26.5 to 46 points (P < 0.01). We found no significant between-group differences for the PRE (P = 0.42) or POST assessments (P = 0.13). This simulation-based training program significantly improved residents' peripherally inserted central venous catheter placement skills using either modality. With these results, we are unable to demonstrate the superiority of synchronous feedback over ASYNC. Asynchronous feedback training modality represents a new, innovative approach for health care procedural skills training.