Individualised Expert Feedback is Not Essential for Improving Basic Clinical Skills Performance in Novice Learners: A Randomized Trial

Phillips, Alexander W; Matthan, Joanna; Bookless, Lucy R.; Whitehead, Ian; Madhavan, Anantha; Rodham, Paul; Porter, Anna L.R.; Nesbitt, Craig; Stansby, Gerard

doi:10.1016/j.jsurg.2016.12.003

Cited by 24 publications

(20 citation statements)

References 36 publications

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“…18 In previous studies, only one time of measurement was chosen after the feedback. 19 Neither the direct increase in knowledge nor the long-term increase was registered. In the present study; measurements were registered three times, which led to a better classification and understanding of the learning process.…”

Section: Discussionmentioning

confidence: 94%

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: Feedback given to students plays an important role concerning their efficiency in learning practical skills. With the purpose of facilitating this objective, the effectiveness of diverse modalities of given feedback has been investigated. Our hypothesis is that Individualized and Unsupervised Video Feedback can produce a similar learning experience in performing practical skills in Oral and Maxillofacial surgery as 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). Participants were fourth-year dental students from the University Goethe of Frankfurt. Students were assigned to one of the three feedback methods ( n = 20) using simple randomization. All participants received a video instruction of an interdental (‘Ernst’) ligature and a periphery venous catheterization. Subsequently, students were video recorded performing the tasks by themselves (pre-test). Following this, every student received feedback using one of the above mentioned modalities of feedback. Then, the participants 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), where the long-term knowledge retention was evaluated. All examiners were blinded towards the students’ instructional approach and affiliation of the learning group.Results: For the interdental ligature, significant improvements for each feedback modality from pre-test to post-test were found. The intragroup comparison in the post-test showed no significant differences between the three groups. All groups showed good knowledge retention from post-test to the long-term knowledge retention test. At the placement of a peripheral venous catheter, the IVF and UVF Group showed significant reduction of performance from the post-test to the long-term knowledge retention test.Conclusion: This study showed that IVF and UVF were acceptable in the acquisition of basic surgical skills in Oral and Maxillofacial surgery and were not quantitatively different from DEF in improving skills.

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Section: Discussionmentioning

confidence: 94%

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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“…Although SIVF proved popular amongst this cohort of students, its practical application into clinical practice is limited by resource-allocation to medical and surgical education; time constraints, tutor availability and the financial costs of individualizing the feedback process cannot be overstated. Conversely, UGVF has been purported to be a cost-effective and pragmatic solution for larger cohorts, with no significant differences found in terms of educational efficacy previously [12,[17][18]. Although the initial setup of UVGF educational material is undoubtedly a time and resource-consuming endeavour, once produced, these materials could theoretically be used for an unlimited number of students.…”

Section: Discussionmentioning

confidence: 99%

“…A randomised trial comparing two types of VF was conducted at Newcastle Medical School, UK. Participants were recruited as part of a larger trial to evaluate the impact on two types of feedback [12]. Participants were asked to watch an initial informative video on three practical skills (intravenous cannulation, urethral catheterisation and suturing) and were then invited to perform each of these tasks independently and privately whilst being video-recorded.…”

Section: Methodsmentioning

confidence: 99%

Perceived Anxiety is Negligible in Medical Students Receiving Video Feedback During Simulated Core Practical Skills Teaching: A Randomised Trial Comparing Two Feedback Modalities

Matthan

Gray

Nesbitt

et al. 2020

Cureus

Self Cite

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“…[34][35][36][37] Within healthcare the use of video feedback has already been used in improving prescribing, medical and surgical outcomes. [38][39][40][41][42][43][44] A study involving novices 45 identified that video-enhanced feedback improved clinical skills performance over and above the effect of receiving feedback on skills development directly from an expert. In another study involving a pharmacist-led video-stimulated feedback intervention, researchers also observed a reduction in prescribing errors among participants, albeit there was no control group to fully assess the real effect of the intervention.…”

Section: Developing Expertise Through Deliberate Practice and Feedbackmentioning

confidence: 99%

Improving junior doctor medicine prescribing and patient safety: An intervention using personalised, structured, video‐enhanced feedback and deliberate practice

Green

Shahzad

Wood

et al. 2020

Brit J Clinical Pharma

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Aims: This research investigated the effectiveness of an intervention for improving the prescribing and patient safety behaviour among Foundation Year doctors. The intervention consisted of simulated clinical encounters with subsequent personalised, structured, video-enhanced feedback and deliberate practice, undertaken at the start of four-month sub-specialty rotations. Methods: Three prospective, non-randomised control intervention studies were conducted, within two secondary care NHS Trusts in England. The primary outcome measure, error rate per prescriber, was calculated using daily prescribing data. Prescribers were grouped to enable a comparison between experimental and control conditions using regression analysis. A break-even analysis evaluated costeffectiveness.

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Individualised Expert Feedback is Not Essential for Improving Basic Clinical Skills Performance in Novice Learners: A Randomized Trial

Cited by 24 publications

References 36 publications

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

Perceived Anxiety is Negligible in Medical Students Receiving Video Feedback During Simulated Core Practical Skills Teaching: A Randomised Trial Comparing Two Feedback Modalities

Improving junior doctor medicine prescribing and patient safety: An intervention using personalised, structured, video‐enhanced feedback and deliberate practice

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