Department of Surgery, Faculty of Medicine, Chulalongkorn University, 1873 Rama IV Road, Lumphini, Prathumwan, Bangkok, 10330, Thailand.
Department of Surgery, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand.
BMC Med Educ. 2023 Sep 11;23(1):660. doi: 10.1186/s12909-023-04635-0.
This study aimed to compare two methods of feedback: verbal face-to-face feedback after direct observation (F2F-feedback) versus electronic-written feedback after observation of recorded-VDO of student's performance (VDO-feedback), in terms of effectiveness in improving skill, effects on motivation and satisfaction.
Medical schools are responsible for teaching and ensuring proficiency of basic surgical skills. Feedback is effective in developing psychomotor skills; by providing information of learner's current performance, how to improve, and enhancing motivation.
Fifty-eight medical students (3- 4 year) were trained to perform vertical mattress suture in small groups. Then, during 6-week period of self-directed practice, students were randomized into group1 VDO-feedback (male:female = 21:8) and group 2 F2F-feedback (male:female = 20:9). Feedbacks were provided once every 2 weeks (Week2, Week4). End-of-rotation OSCE was at Week6, and retention tested was at Week8. Performance checklist (Cronbach's Alpha 0.72) was used to assess skill at 4 timepoints; pre- and post- small group learning, OSCE, and retention phase. Questionnaire was used to assess motivation, learning strategies and satisfaction (Cronbach's Alpha 0.83).
After in-class learning, further significant improvement of skills could be gained by both F2F- and VDO- feedbacks (p < 0.0001). Both could similarly retain skill for at least 4 weeks later without additional practice. Self-efficacy, test anxiety, and cognitive strategies scores were significantly increased in both groups (p < 0.05). Extrinsic motivation was increased in VDO-feedback group. No difference in satisfaction between groups was observed.
VDO-feedback could be alternative to F2F-feedbacks for basic surgical skill training when limitation for simultaneous meeting of teacher and students occurs.
This study has been registered to Thai Clinical Trial Registry (WHO International Clinical Trial Registry Platform) on 11/07/2023 (TCTR20230711005).
本研究旨在比较两种反馈方式：直接观察后进行口头面对面反馈（F2F 反馈）与观察学生操作录像后进行电子书面反馈（VDO 反馈），以评估它们在提高技能方面的有效性、对动机和满意度的影响。
医学院校有责任教授和确保基本外科技能的熟练程度。反馈在发展运动技能方面是有效的；通过提供学习者当前表现的信息、如何改进以及增强动机。
58 名医学生（3-4 年级）被培训在小组中进行垂直褥式缝合。然后，在 6 周的自我指导实践期间，学生被随机分为 1 组 VDO 反馈（男：女=21:8）和 2 组 F2F 反馈（男：女=20:9）。每两周提供一次反馈（第 2 周、第 4 周）。第 6 周进行轮转末期客观结构化临床考试（OSCE），第 8 周进行保留测试。使用绩效检查表（Cronbach's Alpha 0.72）在 4 个时间点评估技能：小组学习前和后、OSCE 以及保留阶段。问卷用于评估动机、学习策略和满意度（Cronbach's Alpha 0.83）。
在课堂学习后，F2F 和 VDO 反馈都可以进一步显著提高技能（p<0.0001）。两者都可以在没有额外练习的情况下，在至少 4 周后保持技能。两组的自我效能感、考试焦虑和认知策略得分均显著增加（p<0.05）。VDO 反馈组的外部动机增加。两组的满意度无差异。
当教师和学生同时会面受到限制时，VDO 反馈可以作为基本外科技能培训的 F2F 反馈的替代方法。
本研究已向泰国临床试验注册处（世界卫生组织国际临床试验注册平台）注册，注册日期为 2023 年 7 月 11 日（TCTR20230711005）。
