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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dc.contributor.authorTejos, Rodrigo
dc.contributor.authorCrovari Eulufi, Fernando
dc.contributor.authorAchurra Tirado, Pablo
dc.contributor.authorÁvila, Rubén
dc.contributor.authorInzunza, Martín
dc.contributor.authorJarry, Cristián
dc.contributor.authorMartínez C., Jorge
dc.contributor.authorRiquelme Pérez, Arnoldo
dc.contributor.authorAlseidi, Adnan
dc.contributor.authorVaras, Julián
dc.date.accessioned2021-04-23T17:39:41Z
dc.date.available2021-04-23T17:39:41Z
dc.date.issued2021
dc.date.updated2021-04-23T01:34:49Z
dc.descriptionTesis (Magíster en Investigación en Ciencias de la Salud)--Pontificia Universidad Católica de Chile, 2021
dc.description.abstractBackground 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.
dc.format.extent9 páginas
dc.fuente.origenAutoarchivo
dc.identifier.doi10.1007/s00268-020-05766-x
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/57940
dc.identifier.urihttps://doi.org/10.1007/s00268-020-05766-x
dc.language.isoen
dc.nota.accesoContenido completo
dc.pagina.final65
dc.pagina.inicio57
dc.revistaWorld Journal of Surgeryes_ES
dc.rightsacceso abierto
dc.subject.ddc617
dc.subject.deweyMedicina y saludes_ES
dc.titleVideo-based guided simulation without peer or expert feedbackis not enough : a randomized controlled trial of simulation based training for medical studentses_ES
dc.typeartículo
dc.volumenVol. 45
sipa.codpersvinculados7156
sipa.codpersvinculados156236
sipa.codpersvinculados65778
sipa.codpersvinculados3538
sipa.codpersvinculados134158
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