Randomized Trial to Assess the Effect of Supervised and Unsupervised Video Feedback on Teaching Practical Skills

Nesbitt, Craig; Phillips, Alexander W; Searle, Roger F.; Stansby, Gerard

doi:10.1016/j.jsurg.2014.12.013

Cited by 35 publications

(19 citation statements)

References 14 publications

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“…All feedback forms led to a significant improvement in suturing skills. 21 Similarly to our study, the results of the abovementioned study showed that all the modalities of feedback investigated were useful regarding improvement of procedural skills in OMS. In our study, a significant performance increase was observed at T1 and T2 six weeks later compared to the T0 for the interdental ligature task.…”

Section: Discussionsupporting

confidence: 83%

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: Discussionsupporting

confidence: 83%

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

View full text Add to dashboard Cite

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“…All forms of feedback led to a signi cant improvement in suturing. 23 In an additional single-blinded study, the candidates received a live demonstration of an intravenous cannulation by an expert. Later on, they were randomized to perform the task in isolation while being recorded.…”

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

Seifert

Herrera-Vizcaíno

Herguth

et al. 2020

Preprint

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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“…Although there remains much debate in the literature on the best method of feedback delivery, video feedback (VF) for developing technical clinical skills is a promising area. Current literature on the subject is somewhat confusing, with one study noting no significant difference when using VF for vascular anastomoses [15], and another two randomised trials that have, conversely, demonstrated significant improvements in practical skills acquisition when employing VF [16][17]. Students have also been shown to favour VF over generic and didactic lecture-based feedback in a questionnaire-based study [18].…”

Section: Discussionmentioning

confidence: 99%

“…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%

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

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Randomized Trial to Assess the Effect of Supervised and Unsupervised Video Feedback on Teaching Practical Skills

Cited by 35 publications

References 14 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

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

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