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Student Views on the Use of 2 Styles of Video-Enhanced Feedback Compared to Standard Lecture Feedback During Clinical Skills Training.

Abstract：

BACKGROUND:Feedback plays an important role in the learning process. However, often this may be delivered in an unstructured fashion that can detract from its potential benefit. Further, students may have different preferences in how feedback should be delivered, which may be influenced by which method they feel will lead to the most effective learning. The aim of this study was to evaluate student views on 3 different modes of feedback particularly in relation to the benefit each conferred. METHODS:Undergraduate medical students participating in a surgical suturing study were asked to give feedback using a semi-structured questionnaire. Discrete questions using a Likert scale and open responses were solicited. Students received either standard lecture feedback (SLF), individualized video feedback (IVF), or enhanced unsupervised video feedback (UVF). RESULTS:Students had a strong preference for IVF over UVF or SLF. These responses correlated with their perception of how much each type of feedback improved their performance. However, there was no statistical difference in suturing skill improvement between IVF and UVF, which were both significantly better than SLF. CONCLUSION:Students have a strong preference for IVF. This relates to a perception that this will lead to the greatest level of skill improvement. However, an equal effect in improvement can be achieved by using less resource-demanding UVF.

journal_name

J Surg Educ

journal_title

Journal of surgical education

authors

Nesbitt C,Phillips AW,Searle R,Stansby G

doi

10.1016/j.jsurg.2015.04.017

subject

Has Abstract

pub_date

2015-09-01 00:00:00

pages

969-73

issue

5

eissn

1931-7204

issn

1878-7452

pii

S1931-7204(15)00107-5

journal_volume

72

pub_type

杂志文章,随机对照试验

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