Asynchronous Unsupervised Video-Enhanced Feedback As Effective As Direct Expert Feedback in the Long-Term Retention of Practical Clinical Skills: Randomised Trial Comparing 2 Feedback Methods in a Cohort of Novice Medical Students

Rammell, James; Matthan, Joanna; Gray, Matthew J.; Bookless, Lucy R.; Nesbitt, Craig; Rodham, Paul; Moss, John H.; Stansby, Gerard; Phillips, Alexander W

doi:10.1016/j.jsurg.2018.03.013

Cited by 23 publications

(18 citation statements)

References 13 publications

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“…This may be either on simulation or on real patients. Therefore, many undergraduate and postgraduate curricula around the world are now providing simulated patient encounters [22] .…”

Section: Discussionmentioning

confidence: 99%

“…It is widely accepted that SPs are practical, economical, dependable and legitimate means to assess clinical aptitude of students [20,21] moreover, they can be trained to provide constructive feedback to students [18] during teaching sessions and assessments. The use of simulated patients' pedagogy in healthcare field, have reported changes in increase in knowledge, attitude and learner's satisfaction [22] and have shown equivalent or even better communication and examination skills, compared to the students only trained by faculty [23][24][25][26][27].…”

Section: Simulated Patientsmentioning

confidence: 99%

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Simulated patient’s feedback to improve communication skills of clerkship students

Qureshi

Zehra

2020

BMC Med Educ

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Background: The changing trends of the society and revisions to medical education have changed the way medical students are trained to adroitly care for patients hence, patient centered care has become need of today's society and communication skills are imperative in developing patient physician relationship. Increasingly, simulations are being used to aid medical students to incorporate theoretical knowledge into practice. There are innumerable studies regarding communication skills in terms of reliability, validity and feasibility but no such study has been documented using simulated patient's feedback in improving communication skills in Pakistan. The aim of this study is to explore whether simulated patients' feedback improves the communication skills of undergraduate medical students. Methods: During a randomized control trail a group of eighty students in the final year clerkship at Al-Nafees Medical College have participated in pre-post Objective Structured Clinical Exam (OSCE) on communication skills. The students were selected through convenience sampling technique. Four Objective Structured Clinical Exam (OSCE) stations based on different scenarios of communication skills were developed. Each station of fifteen minutes duration was assessed by both simulated patients and faculty using a validated tool LCSAS (Liverpool Communication Skills Assessment Scale). The difference between the pre and post-tests of two groups was explored by applying independent t-test. Cronbach's alpha was used to check the reliability of scores and effect size was calculated. Results: Results of this study have showed that there is significant improvement in communication skills after receiving feedback from simulated patients (p value ≤0.05) was observed. An overall Cronbach α = 0.83 on LCSAS reveal a high internal consistency and there was adequate demonstration of effect size(r = 0.8). Conclusion: The results on the scores of the students on the Liverpool Communication Skills Assessment Scale confirm that simulated patient's feedback is essential to enhance the communication skills of the medical students. This study offers significant evidence towards successful conduction of a formal communication skills development initiative at Al-Nafees Medical College using simulated patient feedback during teaching and assessments. Background Patient centered care is gaining prime importance globally [1]; it is defined as giving priority and respect to patient's desires, requests and preferences, so patient can choose the treatment plan that best fit their personal needs [2]. This egalitarian approach is unlike the doctorcentered or paternalistic approach, which encourages patient to play role of a partner [3] and makes them more accountable for their own health [4]. Communication skills have a key role in patient centered care as it influences compliance to treatment plan and patient satisfaction [5]. The modern clinical conversation has become increasingly complex, as doctors explain to the patients about drug regimes, its side eff...

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“…This may be either on simulation or on real patients. Therefore, many undergraduate and postgraduate curricula around the world are now providing simulated patient encounters [22] .…”

Section: Discussionmentioning

confidence: 99%

Section: Simulated Patientsmentioning

confidence: 99%

Simulated patient’s feedback to improve communication skills of clerkship students

Qureshi

Zehra

2020

BMC Med Educ

View full text Add to dashboard Cite

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“…The participants were randomized to receive either DEF or UVF and they were evaluated at 3 time-intervals for 7 weeks. The results showed an improvement in both groups without any signi cant differences 24 . Similar to our study, the results of the aforementioned studies show that all modalities of feedback investigated were useful regarding the improvement of procedural skills.…”

Section: Discussionmentioning

confidence: 84%

Comparison of different feedback modalities for the training of procedural skills in Oral and Maxillofacial surgery: a blinded, randomized and controlled study

Seifert

Herrera-Vizcaíno

Herguth

et al. 2020

Preprint

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Background: The feedback given to students plays an important role in their efficiency related to learning practical skills. In the present study, diverse feedback modalities have been investigated. Our hypothesis is that individualized and unsupervised video feedback can produce a similar learning experience as performing practical skills in an oral and maxillofacial surgery setting with conventional direct expert feedback (control group).Methods: This prospective, randomized, controlled, and blinded study compared direct expert feedback (DEF), individualized video feedback (IVF) and unsupervised video feedback (UVF). The participants were fourth-year dental students from University Goethe in Frankfurt. The students were assigned to one of the three feedback methods (n = 20 per group) using simple randomization. All participants watched an instruction video for an interdental (‘Ernst’) ligature and periphery venous catheterization. Next, the students were video recorded performing the tasks by themselves (pre-test). Following this, every student received feedback using one of the above-mentioned feedback modalities. The participants then performed the same task again while being video recorded (post-test) to measure the acquired competence. Six weeks later, the students participated in an objective structured clinical examination (OSCE) to evaluate their long-term knowledge retention. All examiners were blinded regarding the students’ instructional approach and their affiliation in terms of the learning group.Results: For the interdental ligature, we found significant improvements in performance in each feedback modality group between the pre-test and post-test (p <0.001). UVF had the strongest effect on performance time. The comparison between each group in the post-test showed no significant differences between the three groups.Conclusion: This study showed that IVF and UVF can be considered an alternative or adjunct to conventional methods (i.e. DEF) when learning procedural skills in oral and maxillofacial surgery. However, DEF showed to be the most effective method of feedback and therefore preferable in teaching.

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“…The participants were randomized to receive either DEF or UVF and they were evaluated at 3 time-intervals for 7 weeks. The results showed an improvement in both groups without any significant differences [ 23 ]. Similar to our study, the results of the aforementioned studies show that all modalities of feedback investigated were useful regarding the improvement of procedural skills.…”

Section: Discussionmentioning

confidence: 99%

Comparison of different feedback modalities for the training of procedural skills in Oral and maxillofacial surgery: a blinded, randomized and controlled study

et al. 2020

View full text Add to dashboard Cite

Background The feedback given to students plays an important role in their efficiency related to learning practical skills. In the present study, diverse feedback modalities have been investigated. Our hypothesis is that individualized and unsupervised video feedback can produce a similar learning experience as performing practical skills in an oral and maxillofacial surgery setting with conventional direct expert feedback (control group). Methods This prospective, randomized, controlled, and blinded study compared direct expert feedback (DEF), individualized video feedback (IVF) and unsupervised video feedback (UVF). The participants were fourth-year dental students from University Goethe in Frankfurt. The students were assigned to one of the three feedback methods (n = 20 per group) using simple randomization. All participants watched an instruction video for an interdental (‘Ernst’) ligature and periphery venous catheterization. Next, the students were video recorded performing the tasks by themselves (pre-test). Following this, every student received feedback using one of the above-mentioned feedback modalities. The participants then performed the same task again while being video recorded (post-test) to measure the acquired competence. Six weeks later, the students participated in an objective structured clinical examination (OSCE) to evaluate their long-term knowledge retention. All examiners were blinded regarding the students’ instructional approach and their affiliation in terms of the learning group. Results For the interdental ligature, we found significant improvements in performance in each feedback modality group between the pre-test and post-test (p < 0.001). UVF had the strongest effect on performance time. The comparison between each group in the post-test showed no significant differences between the three groups. Conclusion This study showed that IVF and UVF can be considered an alternative or adjunct to conventional methods (i.e. DEF) when learning procedural skills in oral and maxillofacial surgery. However, DEF showed to be the most effective method of feedback and therefore preferable in teaching.

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Asynchronous Unsupervised Video-Enhanced Feedback As Effective As Direct Expert Feedback in the Long-Term Retention of Practical Clinical Skills: Randomised Trial Comparing 2 Feedback Methods in a Cohort of Novice Medical Students

Cited by 23 publications

References 13 publications

Simulated patient’s feedback to improve communication skills of clerkship students

Simulated patient’s feedback to improve communication skills of clerkship students

Comparison of different feedback modalities for the training of procedural skills in Oral and Maxillofacial surgery: a blinded, randomized and controlled study

Comparison of different feedback modalities for the training of procedural skills in Oral and maxillofacial surgery: a blinded, randomized and controlled study

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