Department of Medical Education, College of Medicine, The Catholic University of Korea, Korea.
Med Teach. 2011;33(12):1005-10. doi: 10.3109/0142159X.2011.588735.
Feedback can have a powerful influence on the performance of learners, and has traditionally been provided by faculty.
This study set out to explore whether feedback from a standardized patient (SP) can improve students' performance of the neurological examination.
A randomized controlled design was used with final year medical students. The control group did not receive any feedback. The intervention groups received either written feedback or a combination of written and verbal feedback. A written test was given prior to the intervention to assess comparability of the three groups. Pretest and post-test scores on the neurological examination were compared. Attitudinal questionnaires were administered at the time of the posttest, and 6 months later.
Students receiving feedback from the SPs had significantly greater scores on the posttest than the control group. In the intervention groups, students receiving both verbal and written feedback scored significantly higher than those who received only written feedback. More positive perceptions of learning outcomes and the value of SP feedback were noted in the intervention groups.
SP feedback was associated with a significant increase in student scores on the neurological examination, as well as more favorable perceptions of the experience.
反馈对学习者的表现有很大的影响，传统上由教师提供。
本研究旨在探讨标准化患者（SP）的反馈是否能提高学生进行神经系统检查的表现。
采用随机对照设计，对最后一年的医学生进行研究。对照组未接受任何反馈。干预组分别接受书面反馈或书面和口头反馈的组合。在干预前进行书面测试，以评估三组的可比性。比较神经系统检查的前测和后测分数。在测试时和 6 个月后进行态度问卷调查。
接受 SP 反馈的学生在后测中的得分明显高于对照组。在干预组中，同时接受口头和书面反馈的学生得分明显高于仅接受书面反馈的学生。干预组对学习成果和 SP 反馈的价值有更积极的看法。
SP 反馈与学生在神经系统检查中的得分显著增加有关，并且对体验的看法更加有利。
