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Improving surgical skills with feedback: directly-observed versus video-recorded practice
OBJECTIVE: This study aimed to compare two methods of feedback: verbal face-to-face feedback after direct observation (F2F-feedback) versus electronic-written feedback after observation of recorded-VDO of student’s performance (VDO-feedback), in terms of effectiveness in improving skill, effects on...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10496316/ https://www.ncbi.nlm.nih.gov/pubmed/37697379 http://dx.doi.org/10.1186/s12909-023-04635-0 |
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author | Tantiphlachiva, Kasaya Iramaneerat, Cherdsak Lertbunnaphong, Tripop |
author_facet | Tantiphlachiva, Kasaya Iramaneerat, Cherdsak Lertbunnaphong, Tripop |
author_sort | Tantiphlachiva, Kasaya |
collection | PubMed |
description | OBJECTIVE: This study aimed to compare two methods of feedback: verbal face-to-face feedback after direct observation (F2F-feedback) versus electronic-written feedback after observation of recorded-VDO of student’s performance (VDO-feedback), in terms of effectiveness in improving skill, effects on motivation and satisfaction. BACKGROUND: Medical schools are responsible for teaching and ensuring proficiency of basic surgical skills. Feedback is effective in developing psychomotor skills; by providing information of learner’s current performance, how to improve, and enhancing motivation. MATERIALS AND METHOD: Fifty-eight medical students (3(rd)– 4(th) year) were trained to perform vertical mattress suture in small groups. Then, during 6-week period of self-directed practice, students were randomized into group1 VDO-feedback (male:female = 21:8) and group 2 F2F-feedback (male:female = 20:9). Feedbacks were provided once every 2 weeks (Week2, Week4). End-of-rotation OSCE was at Week6, and retention tested was at Week8. Performance checklist (Cronbach’s Alpha 0.72) was used to assess skill at 4 timepoints; pre- and post- small group learning, OSCE, and retention phase. Questionnaire was used to assess motivation, learning strategies and satisfaction (Cronbach’s Alpha 0.83). RESULT: After in-class learning, further significant improvement of skills could be gained by both F2F- and VDO- feedbacks (p < 0.0001). Both could similarly retain skill for at least 4 weeks later without additional practice. Self-efficacy, test anxiety, and cognitive strategies scores were significantly increased in both groups (p < 0.05). Extrinsic motivation was increased in VDO-feedback group. No difference in satisfaction between groups was observed. DISCUSSION AND CONCLUSION: VDO-feedback could be alternative to F2F-feedbacks for basic surgical skill training when limitation for simultaneous meeting of teacher and students occurs. TRIAL REGISTRATION: This study has been registered to Thai Clinical Trial Registry (WHO International Clinical Trial Registry Platform) on 11/07/2023 (TCTR20230711005). SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04635-0. |
format | Online Article Text |
id | pubmed-10496316 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-104963162023-09-13 Improving surgical skills with feedback: directly-observed versus video-recorded practice Tantiphlachiva, Kasaya Iramaneerat, Cherdsak Lertbunnaphong, Tripop BMC Med Educ Research OBJECTIVE: This study aimed to compare two methods of feedback: verbal face-to-face feedback after direct observation (F2F-feedback) versus electronic-written feedback after observation of recorded-VDO of student’s performance (VDO-feedback), in terms of effectiveness in improving skill, effects on motivation and satisfaction. BACKGROUND: Medical schools are responsible for teaching and ensuring proficiency of basic surgical skills. Feedback is effective in developing psychomotor skills; by providing information of learner’s current performance, how to improve, and enhancing motivation. MATERIALS AND METHOD: Fifty-eight medical students (3(rd)– 4(th) year) were trained to perform vertical mattress suture in small groups. Then, during 6-week period of self-directed practice, students were randomized into group1 VDO-feedback (male:female = 21:8) and group 2 F2F-feedback (male:female = 20:9). Feedbacks were provided once every 2 weeks (Week2, Week4). End-of-rotation OSCE was at Week6, and retention tested was at Week8. Performance checklist (Cronbach’s Alpha 0.72) was used to assess skill at 4 timepoints; pre- and post- small group learning, OSCE, and retention phase. Questionnaire was used to assess motivation, learning strategies and satisfaction (Cronbach’s Alpha 0.83). RESULT: After in-class learning, further significant improvement of skills could be gained by both F2F- and VDO- feedbacks (p < 0.0001). Both could similarly retain skill for at least 4 weeks later without additional practice. Self-efficacy, test anxiety, and cognitive strategies scores were significantly increased in both groups (p < 0.05). Extrinsic motivation was increased in VDO-feedback group. No difference in satisfaction between groups was observed. DISCUSSION AND CONCLUSION: VDO-feedback could be alternative to F2F-feedbacks for basic surgical skill training when limitation for simultaneous meeting of teacher and students occurs. TRIAL REGISTRATION: This study has been registered to Thai Clinical Trial Registry (WHO International Clinical Trial Registry Platform) on 11/07/2023 (TCTR20230711005). SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-023-04635-0. BioMed Central 2023-09-11 /pmc/articles/PMC10496316/ /pubmed/37697379 http://dx.doi.org/10.1186/s12909-023-04635-0 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Tantiphlachiva, Kasaya Iramaneerat, Cherdsak Lertbunnaphong, Tripop Improving surgical skills with feedback: directly-observed versus video-recorded practice |
title | Improving surgical skills with feedback: directly-observed versus video-recorded practice |
title_full | Improving surgical skills with feedback: directly-observed versus video-recorded practice |
title_fullStr | Improving surgical skills with feedback: directly-observed versus video-recorded practice |
title_full_unstemmed | Improving surgical skills with feedback: directly-observed versus video-recorded practice |
title_short | Improving surgical skills with feedback: directly-observed versus video-recorded practice |
title_sort | improving surgical skills with feedback: directly-observed versus video-recorded practice |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10496316/ https://www.ncbi.nlm.nih.gov/pubmed/37697379 http://dx.doi.org/10.1186/s12909-023-04635-0 |
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