OBJECTIVE: To compare the immediate and delayed effects of implicit and explicit training methods for everyday skills in @entity1 with @entity303 . DESIGN: Counterbalanced self-controlled cases series. SUBJECTS: Convenience sample of 10 @entity1 with @entity303 (Mini-Mental State Examination score between 15 and 26) and 16 age- and education-matched controls. INTERVENTION: Two everyday tasks (using a microwave oven and a coffee machine) that were novel to all @entity1 were trained in five 15-minute sessions. Each @entity1 learned both tasks, one using an implicit learning method (modelling) and the other using an explicit learning method (providing verbal cues). Tasks and conditions were counterbalanced. MEASURES: The @entity1 ' performance was videotaped to assess how well the tasks were performed before training, after each training session, and 7-10 days after the final training session. A rater, who was blind to the training method used, scored the number of correctly executed steps by viewing the videotapes. RESULTS: The two training methods were effective in both the @entity1 and healthy control groups, with there being a significant baseline-to-follow-up increase in the number of correctly completed steps (P < 0.001). There were no differences between the training methods (P = 0.16) and no significant interaction between training method and group (P = 0.31). CONCLUSIONS: Older @entity1 with mild @entity303 are able to acquire new skills that are relevant for daily life, showing a similar rate of learning regardless of whether implicit or explicit learning techniques are used.

How should we teach everyday skills in XXXX ? A controlled study comparing implicit and explicit training methods.

@entity1 :: ('9606', 'Species') :: ['participants', 'patients', 'participant', 'patient'] @entity303 :: ('MESH:D003704', 'Disease') :: ['dementia']
@entity303 :: (MESH:D003704,Disease) :: ['dementia']
