Video-based guided simulation without peer or expert feedbackis not enough : a randomized controlled trial of simulation based training for medical students
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Date
2021
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Abstract
Background Feedback is a pivotal cornerstone and a challenge in psychomotor training. There are different teaching
methodologies; however, some may be less effective.
Methods A prospective randomized controlled trial was conducted in 130 medical students to compare the effectiveness of the video-guided learning (VLG), peer-feedback (PFG) and the expert feedback (EFG) for teaching
suturing skills. The program lasted 4 weeks. Students were recorded making 3-simple stitches (pre-assessment and
post-assessment). The primary outcome was a global scale (OSATS). The secondary outcomes were performance
time, specific rating scale (SRS) and the impact of the intervention (IOI), defined as the variation between the final
and initial OSATS and SRS scores.
Results No significant differences were found between PFG and EFG in post-assessment results of OSATS, SRS
scores or in the IOI for OSATS and SRS scores. Post-assessment results of PFG and EFG were significantly superior
to VLG in OSATS and SRS scores [(19.8 (18.5–21); 16.6 (15.5–17.5)) and (20.3 (19.88–21); 16.8 (16–17.5)) vs (15.7
(15–16); 13.3 (12.5–14)) (p \0.05)], respectively. The results of PFG and EFG were significantly superior to VLG in
the IOI for OSATS [7 (4.5–9) and 7.4 (4.88–10) vs 3.5 (1.5–6) (p \0.05)] and SRS scores [5.4 (3.5–7) and 6.3
(4–8.5) vs 3.1 (1.13–4.88) (p \0.05)], respectively.
Conclusion The video-guided learning methodology without any kind of feedback is not enough for teaching
suturing skills compared to expert or peer feedback. The peer feedback methodology appears to be a viable alternative to handling the emerging demands in medical education.
Description
Tesis (Magíster en Investigación en Ciencias de la Salud)--Pontificia Universidad Católica de Chile, 2021