Wilson Centre, 200 Elizabeth Street, Eaton South 1E-583, Toronto, ON, Canada, M5G 2C5.
Acad Med. 2009 Oct;84(10 Suppl):S54-7. doi: 10.1097/ACM.0b013e3181b38daf.
Feedback is an important feature of simulation-based education. This study investigated the optimal timing of feedback for technical skills learning in novices.
Thirty novice endoscopists were pretested on a colonoscopy simulator task. Participants then received feedback either during (concurrent) or after (terminal) each of their 12 practice trials. Effectiveness of training was assessed using an immediate posttest and one week later on retention and transfer tests. Measures included execution time and blinded expert assessments.
Both groups performed similarly on the pre-, post-, and retention tests. At transfer, the terminal feedback group performed significantly better as measured by execution time, checklist, and global rating scores. The concurrent feedback group's performance decreased significantly on the transfer test as compared with the posttest and retention test.
Not all feedback conditions seem equally effective. The use of terminal feedback resulted in better learning as demonstrated by superior performance during transfer.
反馈是模拟教学的一个重要特征。本研究旨在探讨新手技术技能学习中反馈的最佳时机。
30 名新手内镜医师在结肠镜检查模拟器任务上进行了预测试。然后，参与者在 12 次练习中每次练习结束后（同时）或结束后（终端）接受反馈。使用即时后测和一周后的保留和转移测试来评估培训效果。测量包括执行时间和盲法专家评估。
两组在预测试、后测试和保留测试中的表现相似。在转移测试中，终端反馈组在执行时间、检查表和总体评分方面的表现明显优于同期反馈组。与后测和保留测试相比，同期反馈组在转移测试中的表现明显下降。
并非所有反馈条件都同样有效。终端反馈的使用通过在转移过程中更好的表现导致了更好的学习。
