West China Hospital of Sichuan University, Chengdu, Sichuan 610041, PR China.
Med Teach. 2011;33(10):e549-55. doi: 10.3109/0142159X.2011.600360.
Evaluation and feedback are two factors that could influence simulation-based medical education and the time when they were delivered contributes their different effects.
To investigate the impact of pre-training evaluation and feedback on medical students' performance in basic life support (BLS).
Forty 3rd-year undergraduate medical students were randomly divided into two groups, C group (the control) and pre-training evaluation and feedback group (E&F group), each of 20. After BLS theoretical lecture, the C group received 45 min BLS training and the E&F group was individually evaluated (video-taped) in a mock cardiac arrest (pre-training evaluation). Fifteen minutes of group feedback related with the students' BLS performance in pre-training evaluation was given in the E&F group, followed by a 30-min BLS training. After BLS training, both groups were evaluated with one-rescuer BLS skills in a 3-min mock cardiac arrest scenario (post-training evaluation). The score from the post-training evaluation was converted to a percentage and was compared between the two groups.
The score from the post-training evaluation was higher in the E&F group (82.9 ± 3.2% vs. 63.9 ± 13.4% in C group).
In undergraduate medical students without previous BLS training, pre-training evaluation and feedback improve their performance in followed BLS training.
评估和反馈是影响基于模拟的医学教育的两个因素，它们提供的时间不同，产生的效果也不同。
调查基础生命支持（BLS）培训前评估和反馈对医学生表现的影响。
将 40 名三年级本科医学生随机分为两组，C 组（对照组）和预培训评估和反馈组（E&F 组），每组 20 名。在 BLS 理论讲座后，C 组接受 45 分钟的 BLS 培训，E&F 组进行模拟心搏骤停的个人评估（预培训评估）。在 E&F 组中，对学生在预培训评估中的 BLS 表现进行 15 分钟的小组反馈，然后进行 30 分钟的 BLS 培训。BLS 培训后，两组均在 3 分钟的模拟心搏骤停场景中进行单人 BLS 技能评估（培训后评估）。将培训后评估的分数转换为百分比，并在两组之间进行比较。
E&F 组的培训后评估分数较高（82.9±3.2% vs. C 组 63.9±13.4%）。
在没有先前 BLS 培训的本科医学生中，预培训评估和反馈可提高其随后的 BLS 培训表现。
