Acquisition Of Skills Research Articles (Page 1)

Video-based learning, a form of nonsynchronous imitation, is widely used in robotic surgical training. However, the effectiveness of synchronous imitation, in which trainees replicate expert movements in real time, remains unclear. This study aimed to evaluate the effect of synchronous imitation on robotic surgical skill acquisition. A randomized-controlled trial was conducted with 20 novices in robotic surgery, between April 2023 and March 2024. Participants were stratified by suturing experience and randomly assigned to either the synchronous or nonsynchronous group. The training task was "Thread the Rings" on the da Vinci Skills Simulator. Before each of the 10 trials, participants in the synchronous group watched a recorded expert demonstration and attempted to mimic instrument movements in real time. In contrast, the nonsynchronous group viewed the same video passively without simultaneous imitation. Proficiency scores (0-100) were calculated automatically for each trial. Both groups demonstrated improvement over time; however, mixed-effects regression models showed no significant difference in the rate of score improvement between the two groups (P = 0.88). Synchronous imitation did not lead to superior skill acquisition compared with video-based observations alone. Further research with a larger sample size is warranted to validate these findings.

This study evaluates digital social stories' effectiveness in helping individuals with autism spectrum disorder acquire, generalize, and maintain earthquake safety skills. Participants were three students with autism spectrum disorder in a primary school special education class. We used the multiple probe model across participants to assess how digital social stories facilitated learning the "Drop, Cover, and Hold On" technique and safe evacuation. The intervention included baseline, instruction, fading, probe, follow-up, and generalization sessions. Data collection used tools developed with the skill analysis recording technique. Findings indicate digital social stories effectively helped all participants acquire earthquake safety skills. The intervention supported skill generalization to different settings and maintained them during follow-up sessions in the first, third, and fifth weeks post-instruction. This study shows that digital social stories can enhance the acquisition, generalization, and maintenance of safety skills in individuals with autism spectrum disorder when taught in a safe, simulated environment designed to prepare them for emergencies.

Information security is a critical challenge in the digital age, especially for hospitals, which are prime targets for cyberattacks due to the monetary worth of sensitive medical data. Given the distinctive security risks faced by health care professionals, tailored Security Education, Training, and Awareness (SETA) programs are needed to increase both their ability and willingness to integrate security practices into their workflows. This study investigates the effectiveness of a video-based security training, which was customized for hospital settings and enriched with motivational framing strategies to build information security skills among health care professionals. The training stands out from conventional interventions in this context, particularly by incorporating a dual-motive model to differentiate between self- and other-oriented goals as stimuli for skill acquisition. The appeal to the professional values of responsible health care work, whether absent or present, facilitates a nuanced examination of differential framing effects on training outcomes. A randomized controlled trial was conducted with 130 health care professionals from 3 German university hospitals. Participants within 2 intervention groups received either a self-oriented framing (focused on personal data protection) or an other-oriented framing (focused on patient data protection) at the beginning of a security training video. A control group watched the same video without any framing. Skill assessments using situational judgment tests before and after the training served to evaluate skill growth in all 3 groups. Members of the other-oriented intervention group, who were motivated to protect patients, exhibited the highest increase in security skills (ΔM=+1.13, 95% CI 0.82-1.45), outperforming both the self-oriented intervention group (ΔM=+0.55, 95% CI 0.24-0.86; P=.04) and the control group (ΔM=+0.40, 95% CI 0.10-0.70; P=.004). Conversely, the self-oriented framing of the training content, which placed emphasis on personal privacy, did not yield significantly greater improvements in security skills over the control group (mean difference=+0.15, 95% CI -0.69 to 0.38; P>.99). Further exploratory analyses suggest that the other-oriented framing was particularly impactful among participants who often interact with patients personally, indicating that a higher frequency of direct patient contact may increase receptiveness to this framing strategy. This study underscores the importance of aligning SETA programs with the professional values of target groups, in addition to adapting these programs to specific contexts of professional action. In the investigated hospital setting, a motivational framing that resonates with health care professionals' sense of responsibility for patient safety has proven to be effective in promoting skill growth. The findings offer a pragmatic pathway with a theoretical foundation for implementing beneficial motivational framing strategies in SETA programs within the health care sector.

Research on tennis coaching primarily targets beginner children, with limited focus on adults. This study compared traditional (TRT) and game-based (GBT) methods for their effects on technical skills and perceptual responses in beginner young players. Thirty-two males (age 21.5 ± 2.4 years) with no tennis experience were randomized into TRT (n = 16) and GBT (n = 16) groups, training twice weekly for six weeks with adapted equipment. Pre- and post-tests included the International Tennis Number (ITN) and Tennis-Specific Skills Test (TSST), ratings of perceived exertion (RPE), rating scale of mental effort (RSME), and physical enjoyment scale (PES). TRT showed greater technical improvements (ITN: p < 0.05, η 2 p = 0.470; TSST: p < 0.05, η 2 p = 0.332–0.622). GBT achieved smaller but significant gains (ITN: p < 0.05, η 2 p = 0.294–0.339; TSST: p < 0.05, η 2 p = 0.16–0.19) with higher enjoyment (PES: GBT 46.0 ± 3.9 vs. TRT 35.4 ± 2.9, p < 0.05) and lower exertion (RPE: GBT 12.3 ± 0.7 vs. TRT 15.7 ± 1.0, p < 0.05). TRT methods seem to be more effective for rapid technical skill acquisition, while GBT approaches may offer a more engaging and less stressful learning experience. Coaches should balance skill acquisition and engagement for optimal learning.

This community engagement program was conducted in Sukamaju Village, Tellu Limpoe Subdistrict, Sinjai Regency, with the primary goal of developing a local innovation ecosystem through the integration of dragon fruit cultivation technology, organic waste management, and youth institutional strengthening. The activity stemmed from several issues faced by the community, including suboptimal farm productivity, unutilized dragon fruit waste, and limited managerial capacity of the village youth organization (Karang Taruna) in business administration and product marketing. The training was designed to shift the community’s mindset from conventional farming toward sustainable agricultural practices with economic value. The implementation method consisted of three phases: preparation, execution, and mentoring. The program lasted for two months and applied a participatory approach involving 45 participants from the “Merpati” Farmers Group and Karang Taruna of Sukamaju Village. The training covered four main sessions: (1) dragon fruit cultivation technology using drip irrigation, LED grow lights, and biofertilizers; (2) waste processing into compost, silage, and natural extracts; (3) product design and brand development under the label “Sukamaju Organika”; and (4) organizational strengthening and digital business recordkeeping. Each session included field practice, coaching clinics, and pre–post evaluations to measure learning improvement and skill acquisition. The results revealed a 78% average increase in participants’ knowledge scores, with the highest improvement observed in the product design and branding session. Tangible outcomes included the establishment of a youth business unit under Karang Taruna utilizing digital bookkeeping systems and the ability to convert agricultural waste into value-added products. Beyond improving cultivation efficiency and waste management, the program fostered a spirit of social entrepreneurship among rural youth. This activity presents a significant advancement in community engagement models, where young villagers act as innovation agents in advancing sustainable smart agroedutourism.

Introduction The functional role of the ipsilateral primary motor cortex (iM1) activation in motor skill acquisition is widely researched; however, its interaction with task complexity remains unclear. This study aimed to address a critical gap in motor neuroscience: how the electroencephalogram (EEG) activation dynamics (specifically in the gamma frequency band) recorded by electrodes over the contralateral primary motor cortex (cM1) and iM1 evolve during the acquisition of simple vs. complex motor skills, and whether these dynamics are modulated by hand dominance. Methods In a randomized controlled trial, 48 right-handed participants were randomly assigned to train on either simple or complex visuomotor tasks using their right (SR, CR, respectively) or left hand (SL, CL, respectively), with 12 participants per group. One participant in the SL group was excluded due to poor EEG quality, resulting in 11 participants in the SL group. Participants completed 10 training blocks followed by skill retention tests. Brain activity was recorded continuously via 64-channel EEG. Results Data from 47 participants revealed that, prior to training, the high-gamma band (50-80Hz) activation recorded by electrodes over iM1 exhibited significantly higher activation during simple tasks compared to complex tasks, irrespective of the hand used. However, after 10 training sessions, the electrodes over iM1 activation increased during complex tasks but decreased during simple task for both hands, eliminating significant differences in activation levels between simple and complex tasks. Furthermore, no significant changes were observed in the EEG activation recorded by electrodes over cM1 before and after training. Conclusions Our data indicated that task complexity affects the EEG activation identified from electrodes over iM1. Specifically, complex task training for both right and left hands enhanced the high-gamma frequency band power recorded from the electrodes over iM1. These findings highlight differential neural responses within specific frequency bands, potentially reflecting distinct impacts of the interventions applied to each group. This supports the idea that iM1 plays a dynamic, task-dependent role in skill acquisition, consistent with prior proposals that iM1 activation scales with task demands.

Motor imagery is known to be effective for the acquisition of motor skills. Given its covert nature and thus an absence of feedback related to task performance, key to improving overt movement performance, how motor imagery drives skill acquisition is unclear. Here we investigated error-related processes in motor imagery and the role errors may play in driving motor learning. Specifically, we examined (a) the change in self-reported accuracy over time when participants trained on a complex motor skill using motor imagery and (b) if greater change in self-reported accuracy across motor imagery training predicted subsequent physical performance of the motor skill. We hypothesized that self-reported accuracy would increase as a function of time and that greater improvements in self-reported accuracy would predict superior physical performance. Results revealed a significant increase in self-reported accuracy over time. Moreover, changes in self-reported accuracy were highly predictive (R² = 0.43) of physical performance, with participants who showed the greatest improvement in self-reported accuracy also demonstrating greater accuracy during physical performance. These findings support the notion that error-related processes are present and likely play a critical role in learning via motor imagery. We discuss possible mechanisms of error processing in motor imagery, including the updating of internal models. We conclude by proposing a "fusion model" of motor imagery, which posits that motor imagery integrates sensory predictions of movement with a cognitive simulation of movement that permits updating of sensory prediction, in turn facilitating performance improvement and ultimately motor learning. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

This study investigated the experiential perceptions of speech-language pathology graduate clinicians involved in a caregiver coaching clinical practicum. Employing a mixed-method approach combining reflexive thematic analysis and a paired-samples t test, this study examined speech-language pathology graduate clinicians' perceived development of self-efficacy and indirect acquisition of foundational counseling skills with a focus on how these skills informed the formation of therapeutic alliances with infant caregivers. Data were gathered through focus group interviews and the completion of a counseling self-efficacy (CSE) rating scale. Pre- and post-self-ratings of CSE were collected for comparison. Thematic analysis revealed one major theme, building connections, and three subthemes, highlighting challenges in communication, power dynamics, and role establishment with infant caregivers. While overall CSE ratings improved post program, specific subscale ratings remained low, indicating the need to enhance preprofessional preparation in complex counseling skills and emotional support provision. The findings underscore the importance of preprofessional preparation for building therapeutic alliances and facilitating collaborative communication with caregivers. They also emphasize areas for strengthening the preprofessional training of speech-language pathology graduate clinicians in early intervention services.

Reimagining nursing education: Leveraging competency-based education, artificial intelligence, and simulation for a diverse and practice-ready workforce.

Background: Virtual surgical planning (VSP) has enhanced craniomaxillofacial surgery by improving precision and predictability. However, resident exposure to VSP during training remains limited. We hypothesize that even 1 VSP simulation session will enhance the plastic surgery residents’ understanding of the VSP process and improve their understanding of 3-dimensional osteotomy planning. Methods: In a prospective educational study, 6 plastic surgery residents (PGY 2-5) participated in a virtual surgical planning simulation using a deidentified CT scan. Residents were instructed to guide the VSP technician to perform osteotomies with the aim of reducing both the vertical and horizontal dimensions of the subject’s chin. During the osteotomy simulation, the model and view were limited to what would be visible intraoperatively. Once the osteotomies were performed, a full 3-D view of the skull was presented and residents had an opportunity to perform additional osteotomies if desired. Pre- and post-simulation surveys assessed confidence, understanding, and perceptions of VSP as an educational tool. Primary outcome was identification and correction of inadequate vertical height reduction involving the mandibular spine. Results: Prior to the simulation, median confidence in performing reductive genioplasty was low (2/5), with limited familiarity with VSP. During the initial simulation, 83% of residents failed to address the mandibular spine and thereby 3-dimensional vertical height reduction. All recognized and corrected their mistakes after full 3D model rotation. Post-simulation, confidence to use VSP increased by 20% (median 3/5). The simulation was well received, with 83% reporting improved understanding and a median satisfaction score of 4/5. The likelihood of recommending VSP simulation to colleagues was high (median 5/5). Conclusion: VSP simulation improves resident confidence in simple osteotomy planning. Incorporating VSP into surgical education provides a reproducible, low-risk environment for skill acquisition and may enhance intraoperative performance and understanding. Residency programs should integrate VSP simulation sessions into the educational curriculum.

The study addresses the development of socio-mediation skills among participants of the educational process as a critical factor in ensuring a safe educational environment in general secondary education institutions. The research aims to assess the significance of socio-mediation competencies in promoting psychological, social, and physical safety in schools and to provide evidence-based recommendations for their systematic development among students, teachers, parents, and school staff. The study demonstrates that systematic development of socio-mediation skills among students, teachers, parents, and school staff significantly reduces interpersonal conflicts, prevents bullying, and enhances empathy, emotional intelligence, and constructive communication. The research identifies effective approaches for fostering these competencies, including the integration of mediation training into curricular and extracurricular activities, implementation of school mediation centers for conflict resolution, role-playing and case-based exercises, interactive workshops on non-violent communication, and structured guidance for parents and technical staff to support safe educational practices. Empirical findings indicate that such measures strengthen trust, collaboration, and mutual respect among all participants of the educational process, creating conditions for a psychologically secure and socially cohesive school environment. Adolescence is highlighted as a sensitive period for intensive socio-mediation skill acquisition, and targeted interventions during this stage significantly enhance students’ capacity for self-regulation, responsible decision-making, and constructive social interaction. Socio-mediation competencies are essential for creating and maintaining a safe educational environment. Their systematic implementation fosters a culture of partnership, responsibility, and mutual respect, strengthens social cohesion, enhances the moral foundations of the school community, and improves the effectiveness of the educational process. These findings are particularly relevant under conditions of social instability and armed conflict, providing a basis for the development of a school culture oriented toward non-violence, constructive interaction, and peacebuilding.

The emergence of STEAM education, which integrates the Arts into Science, Technology, Engineering, and Mathematics (STEM), reflects a growing recognition of the need to develop both technical proficiency and creative capacity in learners. This shift emphasizes the importance of preparing students to tackle complex, real-world problems through innovative and interdisciplinary thinking. Drawing on an integrative review of 108 scholarly articles, from Scopus, ERIC, and Web of Science, we included peer-reviewed articles published between 2010 and 2024; this paper traces the conceptual evolution of STEAM education and examines its pedagogical implications for the psychomotor domain. It critically explores how incorporating the Arts reshapes traditional understandings of skill acquisition by highlighting hands-on, embodied, and creative approaches to problem-solving. The article, therefore, explores the concept of psycho-productive competency to capture the interplay between psychomotor skills and cognitive–emotional dimensions of learning. Findings underscore the need for teaching strategies and learning environments that move beyond technical demonstration to foster creativity, innovation, and holistic development. This re-examination of the psychomotor domain positions educational practice in line with the demands of a rapidly changing, knowledge-driven world.

Background/Objectives: Minimally invasive surgical techniques require precise psychomotor skills distinct from those used in traditional surgery. Simulation-based training is essential for skill acquisition without patient risk. This study compared two prevalent training methodologies: the Origami-Box-Folding Exercise (OBFE) and Outside-the-Box Knot-Tying Exercise (OBTKE). Methods: In this prospective cohort study, 84 surgical residents (34 OBFE, 50 OBTKE) from General Surgery, Obstetrics–Gynecology, and Urology underwent pre- and post-intervention assessments. Performance metrics included completion times for surgical and square knots, out-of-visual-field instrument instances, needle drops, tissue lesions, and self-assessment via 5-point Likert scales. Behavioral Observation Research Interactive Software quantified performance objectively. Data were analyzed using paired Wilcoxon signed-rank tests for within-group comparisons and Wilcoxon rank-sum tests for between-group differences. Results: Both methodologies significantly improved surgical knot-tying performance. Surgical knot completion time decreased by 316.65 s (OBFE) and 360 s (OBTKE) with no significant between-group difference (p = 0.96). For square knots, OBFE exhibited significantly greater improvement with a 278 s reduction versus 169 s for OBTKE (p = 0.02). Technical errors decreased similarly in both groups. OBFE showed greater improvement in self-rated surgical knot knowledge (p = 0.03) and larger effect sizes for self-assessment measures (0.84–0.87 vs. 0.77–0.85). Conclusions: Both OBFE and OBTKE effectively improve laparoscopic skills in surgical residents. OBFE is particularly beneficial for square knot efficiency and self-rated knowledge enhancement, while OBTKE focuses on targeted knot-tying training. These findings support the implementation of both methodologies in surgical education, potentially in sequence—OBFE for foundational skills and OBTKE for advanced refinement.

The Kadazan language, once vibrant, now faces a critical threat to survival. According to the Expanded Graded Intergenerational Disruption Scale, it sits at a precarious level 6b, spoken mainly by adults over 30 while children are no longer acquiring it as their first language. Without urgent revitalization efforts that resonate with today's digital-native learners, this heritage language risks further decline. To address this challenge, KadazanlinGO! introduces a gamified mobile learning application designed to make Kadazan language learning engaging, accessible, and culturally immersive. Developed in close collaboration with native speakers, the app targets children, teens, and adults through a user-friendly interface that combines multimedia content with interactive gameplay. It is crafted using Flutter, enabling cross-platform deployment across Android and iOS with a single code base. Its key features include foundational vocabulary, common expressions with authentic audio pronunciation, and quizzes presented in three languages - Kadazan, Malay, and English. Its four carefully developed thematic modules are contextualized within the Kadazan culture, making learning relevant to the Global Goals, SDG4 and SDG11. This innovation is highly significant to both language and education, as it cultivates language acquisition skills and revitalisation while strengthening cultural identity. By championing cultural preservation through digital empowerment, KadazanlinGO! establishes a pioneering model for other endangered languages. It is a direct, tangible answer to the call of UNESCO's International Decade of Indigenous Languages 2022-2032. KadazanlinGO! represents a vital step toward preserving linguistic diversity and empowering future generations to reconnect with their heritage in a digital age.

Employability has become globally an explicit graduate outcome usually, although not without challenge, articulated as a set of graduate skills or capitals. It is therefore important to consider curriculum design and pedagogies that support these outcomes. Problem-based learning (PBL) is often cited as an effective pedagogy in this regard, particularly in education for the professions. Much less attention has been paid to pedagogies for employability in the pure sciences. Here we survey student perceptions of employability skills in an interdisciplinary science degree, taught by PBL, as they develop in the course of an undergraduate programme encompassing seven cohorts over five years. We present evidence that students’ beliefs in their acquisition of skills and their importance grows over the years of the degree. We emphasise the importance of conceptualising and embedding employability (as with the science content) as a developmental activity with multiple opportunities for systematic practice.

Abstract The acquisition of surgical skills in highly specialized pediatric surgical procedures – particularly the management of rare congenital anomalies – poses significant educational challenges. Traditional training models relying on apprenticeship and intraoperative exposure are often insufficient due to the rarity and complexity of such conditions. Simulation-based training offers a structured, reproducible, and risk-free environment to practice and refine surgical techniques. This scoping review examines the current landscape of simulation in pediatric surgery, focusing on anorectal malformations (ARM), esophageal atresia (EA), Hirschsprung’s disease (HD) and congenital diaphragmatic hernia (CDH). A dual search strategy was applied: a systematic literature search via PubMed and a structured online search via Google for commercially available simulation models. A range of models was identified across the four index conditions, including low-fidelity, high-fidelity, hybrid, and animal tissue-based simulators. EA and CDH showed the highest diversity in simulation tools, supporting both open and minimally invasive approaches. Several of the models we identified have demonstrated face, content and construct validity, but systematic data on learning outcomes and user satisfaction remain scarce. While low-fidelity models are useful for basic skill acquisition, high-fidelity and hybrid simulations more closely replicate the operative environment and enhance decision-making and technical proficiency. However, access to high-fidelity simulators remains limited due to cost and resource constraints. By identifying current limitations and opportunities of simulation training, this scoping review provides insights into how the sustainable training of the next generation of pediatric surgeons can be mastered.

This innovation, Edpuzzle for ESL: Enhancing Listening & Critical Thinking Through Interactive Video Learning, explores the strategic integration of Edpuzzle, an interactive video learning platform, to transform how ESL learners engage with English language video-based materials. Aligned with the ILEIID 2025 theme, this initiative leverages interactive technology to foster deeper learner engagement, enhance listening comprehension, and cultivate critical thinking skills for sustainable language acquisition. The curated lesson series includes comprehension analysis, vocabulary enrichment, and reflective questioning designed for both synchronous and asynchronous learning contexts. Learners’ feedback from the pilot phase indicates positive engagement and improved comprehension. Supporting SDG 4: Quality Education, this project enhances access to student-centered, technology-driven content while providing commercialization potential through an institutional lesson bank, a ready-to-use ESL package for educators. Ultimately, this innovation bridges technology and pedagogy, redefining how ESL learners interact with content and connecting minds through meaningful, reflective learning experiences.

Teamwork practice through simulation-based education (SBE) is effective, but optimal instructional design remains uncertain. Preinstruction targeting technical skills (TS) and non-TS (NTS) has shown promise in supporting their respective acquisition through simulation. However, evidence remains limited on whether preteaching TS can enhance NTS acquisition, such as crisis resource management (CRM). This study aims to assess the impact of presimulation instruction of TS on the acquisition of CRM during SBE. We used a convergent mixed-method design, combining a quantitative post-test-only control group design with a complementary qualitative component. The intervention group had access to preinstruction of the TS necessary for managing an acutely ill patient, whereas the control group was exposed to a sham video. The main outcome was CRM skills acquisition, as measured by the Ottawa Global Rating Scale (OGRS) after 2 SBE sessions held 3 months apart (T0 and T3). Secondary objectives were the intervention's effect on anxiety, cognitive load, and participants' perceptions of the intervention. Quantitative outcomes were assessed with a repeated-measures general linear model. Semistructured interviews were conducted after each simulation, and thematic analyses were performed. Sixty-four postgraduate year 1 (PGY1) residents were randomized into intervention and control groups. Participants who received preinstruction of TS in addition to SBE of NTS achieved significantly higher overall OGRS scores than those who received SBE of NTS alone. There were no between-group differences in anxiety measures. Qualitative analysis revealed high variability in the intervention's impact on participants, some revealing lower cognitive load, whereas others heightened levels of performance anxiety. In PGY1 residents, preinstruction of TS may reduce cognitive load during simulation training and enhance CRM skill acquisition at 3 months, although not via anxiety reduction. Responsiveness to the study intervention was variable and highlights the need for further research on the impact of instructional design adaptations on different learner subsets.

Introduction Haptic virtual reality simulation (HVRS) has emerged as a promising tool in dental education, supporting technical skill acquisition through interactive and feedback-rich environments. This study evaluated whether using HVRS as a preparatory step enhances student performance in endodontic access cavity preparation and explored students' perceptions of the simulation experience. Methods Forty fourth-year dental students were assigned to two groups. The experimental group received HVRS training using the Simodont® Dental Trainer prior to conventional practice. The control group received only conventional training. All participants performed an endodontic access cavity on a premolar artificial tooth model, which was assessed using a validated evaluation rubric. Students in the experimental group also completed a post-simulation perception questionnaire. Results The experimental group showed significantly higher scores in access cavity shape, roof removal, and internal form ( p < 0.05). No difference was observed in damage to the pulpal floor. Most students reported that the simulator improved their understanding of internal anatomy and appreciated the opportunity to practice without risk. However, the majority disagreed that tactile realism matched that of a real handpiece. Conclusion Integrating HVRS prior to conventional phantom-head training may improve specific technical aspects of endodontic access cavity preparation.

Dental students' competencies are shaped by their training, yet traditional methods with mannequins often lack the depth necessary for comprehensive understanding, potentially impacting clinical proficiency. Immersive reality (IR) innovatively offers interactive and scenario-based environments that may enhance skill acquisition. This study evaluates the effectiveness of IR-based training implementation in comparison with conventional training methods for dental extractions. A prospective multicenter randomized clinical trial was conducted. Students were randomized to either IR-based training on open and closed extractions or conventional hands-on tutorials by oral surgeons. Post training, participants' satisfaction and understanding were assessed and analyzed. As of September 2025, 60 students from Hasanuddin University, Makassar, and Padjajaran University, Bandung, have been enrolled, and study enrollment will be expanded to Universitas Sumatera Utara, Medan. Data collection is ongoing and will conclude in November 2025, with expected dissemination in early 2026. IR-based training offers a novel approach that may boost motivation, knowledge retention, and skill transfer in dental education. This pilot protocol explores IR's feasibility and potential to advance dental students' competencies. Indonesian Clinical Research Registry INA-QES4CC5; https://ina-crr.kemkes.go.id/en/studi/207. DERR1-10.2196/74978.