Pelletier Florence, Torres Andrei, Meloche-Dumas Léamarie, Guérard-Poirier Natasha, Kaviani Ahmad, Kapralos Bill, Mercier Frédéric, Dubrowski Adam, Patocskai Erica
Faculty of Medicine, Université de Montréal, Montréal, Quebec City, Canada.
Faculty of Business and IT, Ontario Tech University, Oshawa, Ontario, Canada.
J Surg Res. 2023 Aug;288:372-382. doi: 10.1016/j.jss.2023.02.006. Epub 2023 Apr 18.
Acquisition of technical skills remotely in a decentralized model requires an efficacious way of providing feedback. The primary objective was to test the efficacy of various forms of feedback on the acquisition of surgical skills by medical students.
Forty volunteers were randomized to four experimental groups, differing from the nature of feedback (free text versus structured) and who provided the feedback (expert versus peer learners). They had to perform sutures and upload attempts on a learning management system to receive interactive feedback. The pretest and retention test performances were assessed.
All groups significantly improved from pretests to retention tests; however, participants using checklist showed statistically lower improvements than the other groups, which did not differ from each other.
Remote learners can acquire surgical skills, and most importantly, peers who provide feedback, are as effective as experts if they use open-ended comments and not checklists.
在分散模式下远程获取技术技能需要一种有效的反馈方式。主要目的是测试各种形式的反馈对医学生手术技能获取的效果。
40名志愿者被随机分为四个实验组，组间反馈性质（自由文本与结构化）及反馈提供者（专家与同伴学习者）不同。他们必须进行缝合操作并将尝试过程上传至学习管理系统以获得交互式反馈。对预测试和保留测试的表现进行评估。
所有组从预测试到保留测试均有显著提高；然而，使用检查表的参与者在统计学上的提高低于其他组，而其他组之间没有差异。
远程学习者能够获取手术技能，最重要的是，如果提供反馈的同伴使用开放式评论而非检查表，其效果与专家一样。
