Al-Jundi, W., Elsharif, M., Anderson, M. et al. (3 more authors) (2017) A Randomized Controlled Trial to Compare e-Feedback Versus "Standard" Face-to-Face Verbal Feedback to Improve the Acquisition of Procedural Skill. Journal of Surgical Education , 74 (3). pp. 390-397. ISSN 1931-7204
Abstract
BACKGROUND: Constructive feedback plays an important role in learning during surgical training. Standard feedback is usually given verbally following direct observation of the procedure by a trained assessor. However, such feedback requires the physical presence of expert faculty members who are usually busy and time-constrained by clinical commitments. We aim to evaluate electronic feedback (e-feedback) after video observation of surgical suturing in comparison with standard face-to-face verbal feedback. METHODS: A prospective, blinded, randomized controlled trial comparing e-feedback with standard verbal feedback was carried out in February 2015 using a validated pro formas for assessment. The study participants were 38 undergraduate medical students from the University of Sheffield, UK. They were recorded on video performing the procedural skill, completed a self-evaluation form, and received e-feedback on the same day (group 1); observed directly by an assessor, invited to provide verbal self-reflection, and then received standard verbal feedback (group 2). In both groups, the feedback was provided after performing the procedure. The participants returned 2 days later and performed the same skill again. Poststudy questionnaire was used to assess the acceptability of each feedback among the participants. RESULTS: Overall, 19 students in group 1 and 18 students in group 2 completed the study. Although there was a significant improvement in the overall mean score on the second performance of the task for all participants (first performance mean 11.59, second performance mean 15.95; p ≤ 0.0001), there was no difference in the overall mean improvement score between group 1 and group 2 (4.74 and 3.94, respectively; p = 0.49). The mean overall scores for the e-feedback group at baseline recorded by 2 independent investigators showed good agreement (mean overall scores of 12.84 and 11.89; Cronbach α = 0.86). Poststudy questionnaire demonstrated that both e-feedback and standard verbal feedback achieved high mean Likert grades as recorded by the participants (4.42 [range: 2-5] and 4.71 [range: 4-5], respectively; p = 0.274). CONCLUSION: e-Feedback after watching a video recording appears to be acceptable and is not quantitatively different than standard feedback in improving suturing skills among novice trainees. Video assessment of procedural skills is reliable.
Metadata
Authors/Creators: |
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Copyright, Publisher and Additional Information: | ©2016 Elsevier. This is an author produced version of a paper subsequently published in Journal of Surgical Education. Uploaded in accordance with the publisher's self-archiving policy. Article available under the terms of the CC-BY-NC-ND licence (https://creativecommons.org/licenses/by-nc-nd/4.0/) |
Keywords: | Interpersonal and Communication Skills; Practice-Based Learning and Improvement; Professionalism; e-learning; feedback; procedural skills; surgical training; video recording |
Dates: |
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Institution: | The University of Sheffield |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 19 Jan 2017 12:16 |
Last Modified: | 07 Jun 2023 11:32 |
Published Version: | https://doi.org/10.1016/j.jsurg.2016.11.011 |
Status: | Published |
Publisher: | Elsevier |
Refereed: | Yes |
Identification Number: | https://doi.org/10.1016/j.jsurg.2016.11.011 |
Related URLs: |