Queen's University, Macklem House, 18 Barrie St., Kingston, Ontario, K7L 3N6, Canada.
Am J Surg. 2019 Feb;217(2):214-221. doi: 10.1016/j.amjsurg.2018.06.028. Epub 2018 Jun 30.
Video feedback and faculty feedback has been shown to improve surgical performance; however, consistent access to faculty is challenging. We studied the utility of structured peer-feedback (PF) compared to faculty-feedback (FF) during acquisition of basic and intermediate surgical skills.
Two randomized non-inferiority trials were conducted with 1st (n = 30) and 2nd year (n = 29) medical students learning skin-lesion excision and closure (S), and single-layer hand-sewn bowel anastomosis (B), respectively. Five attempts were performed. PF participants used an Objective Structured Assessment of Technical Skills tool to guide feedback. Blinded raters assessed video-recorded performance, time and Integrity of the completed task were also assessed.
For both tasks performance by PF was comparable to FF (P = 0.111). Both groups improved significantly: performance (B:P < 0.0001, S:P = 0.035), time (B:P = 0.043, S:P < 0.0001) and integrity (B:P < 0.0001, S:P < 0.032).
Structured peer-feedback is equivalent to faculty-feedback in the acquisition of basic and intermediate surgical skills, giving students freedom to practice independently.
视频反馈和教师反馈已被证明可以提高手术表现；然而，要一直获得教师的反馈是具有挑战性的。我们研究了在获得基本和中级手术技能期间，结构化同伴反馈（PF）与教师反馈（FF）的效用。
对一年级（n=30）和二年级（n=29）医学生进行了两项随机非劣效性试验，分别学习皮肤病变切除和闭合（S）以及单层手工肠吻合术（B）。每个任务进行 5 次尝试。PF 参与者使用客观结构化评估技术技能工具来指导反馈。盲法评估者评估了视频记录的表现，还评估了完成任务的时间和完整性。
对于这两个任务，PF 的表现与 FF 相当（P=0.111）。两个组都有显著的提高：表现（B：P<0.0001，S：P=0.035）、时间（B：P=0.043，S：P<0.0001）和完整性（B：P<0.0001，S：P<0.032）。
在获得基本和中级手术技能方面，结构化同伴反馈与教师反馈相当，让学生可以自由独立地练习。
