目的:本研究旨在比较两种反馈方法:直接观察后的口头面对面反馈(F2F反馈)与观察学生表现记录的VDO后的电子书面反馈(VDO反馈)。就提高技能的有效性而言,对动机和满意度的影响。
背景:医学院负责教学和确保基本外科技能的熟练程度。反馈在发展心理运动技能方面是有效的;通过提供学习者当前表现的信息,如何改进,增强动力。
方法:对58名医学生(3-4年级)进行了小团体的垂直床垫缝合训练。然后,在为期六周的自我指导练习中,学生被随机分为第1组VDO反馈(男:女=21:8)和第2组F2F反馈(男:女=20:9).每2周提供一次反馈(Wee2,Wee4)。轮调结束的欧安组织在第6周进行,保留测试在第8周进行。性能检查表(Cronbach'sAlpha0.72)用于评估4个时间点的技能;小组学习前后,欧安组织和保留阶段。问卷用于评估动机,学习策略和满意度(Cronbach'sAlpha0.83)。
结果:在课堂学习之后,通过F2F-和VDO-反馈可以进一步显著提高技能(p<0.0001)。两者都可以在至少4周后类似地保持技能,而无需额外的练习。自我效能感,考试焦虑,两组认知策略得分均显著升高(p<0.05)。VDO反馈组的外在动机增加。两组之间的满意度没有差异。
结论:当教师和学生同时开会受到限制时,VDO反馈可以替代F2F反馈进行基本外科技能培训。
背景:这项研究已于2023年7月11日在泰国临床试验注册中心(WHO国际临床试验注册平台)注册(TCTR20230711005)。
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.
METHODS: Fifty-eight medical students (3rd- 4th 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).
RESULTS: 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.
CONCLUSIONS: VDO-feedback could be alternative to F2F-feedbacks for basic surgical skill training when limitation for simultaneous meeting of teacher and students occurs.
BACKGROUND: This study has been registered to Thai Clinical Trial Registry (WHO International Clinical Trial Registry Platform) on 11/07/2023 (TCTR20230711005).