Orientation to receive feedback among medical and nursing students of Shahid Beheshti University of Medical Sciences, 2019

Imanipour, Masoomeh; Razaghi, Zahra; Khajeh, Kolsoom

doi:10.29252/edcj.13.39.60

Cited by 1 publication

(1 citation statement)

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“…Besides, the students believed that FBL substantially enhanced their learning process due to a better understanding of the material and meaningful learning. Previous studies in Iran also reported students’ positive attitudes toward receiving feedback, which agrees with the current study’s findings [ 15 , 24 ]. In addition, we understood that the satisfaction of FBL instructors toward the implemented program was reasonable, and they believed that such programs are feasible to be incorporated into conventional training.…”

Section: Discussionsupporting

confidence: 93%

Comparison of the effects of apprenticeship training by sandwich feedback and traditional methods on final-semester operating room technology students’ perioperative competence and performance: a randomized, controlled trial

Hosseinpour,

Nasiri,

Keshmiri

et al. 2024

BMC Med Educ

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Background Effective feedback is fundamental in clinical education, as it allows trainers to constantly diagnose the trainees’ condition, determine their weaknesses, and intervene at proper times. Recently, different feedback-based approaches have been introduced in clinical training; however, the effectiveness of such interventions still needs to be studied extensively, especially in the perioperative field. Therefore, this study sought to compare the effects of apprenticeship training using sandwich feedback and traditional methods on the perioperative competence and performance of Operating Room (OR) technology students. Methods Thirty final-semester undergraduate OR technology students taking the apprenticeship courses were randomly allocated into experimental (n = 15) and control (n = 15) groups through the stratified randomization approach. The students in the experimental group experienced Feedback-Based Learning (FBL) using a sandwich model, and the students in the control group participated in Traditional-Based Training (TBT) in six five-hour sessions weekly for three consecutive weeks. All students completed the Persian version of the Perceived Perioperative Competence Scale-Revised (PPCS-R) on the first and last days of interventions. Also, a blinded rater completed a checklist to evaluate all students’ performance via Direct Observation of Procedural Skills (DOPS) on the last intervention day. Besides, the students in the FBL filled out a questionnaire regarding their attitude toward the implemented program. Results The mean total score of the PPCS-R was significantly higher in the FBL than in the TBT on the last intervention day (P < 0.001). Additionally, the increase in mean change of PPCS-R total score from the first to last days was significantly more in the FBL (P < 0.001). Likewise, the FBL students had higher DOPS scores than the TBT ones (P < 0.001). Most FBL students also had a good attitude toward the implemented program (n = 8; 53.3%). Conclusion Apprenticeship training using a sandwich feedback-based approach was superior to the traditional method for enhancing perioperative competence and performance of final-semester OR technology students. Additional studies are required to identify the sustainability of the findings.

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Section: Discussionsupporting

confidence: 93%