Journal
ADVANCES IN HEALTH SCIENCES EDUCATION
Volume 19, Issue 2, Pages 251-272Publisher
SPRINGER
DOI: 10.1007/s10459-013-9462-8
Keywords
Simulation-based medical education; Procedural skills training; Feedback; Motor learning; Technical skills
Categories
Funding
- Division of General Internal Medicine, Mayo Clinic.
Ask authors/readers for more resources
Although feedback has been identified as a key instructional feature in simulation based medical education (SBME), we remain uncertain as to the magnitude of its effectiveness and the mechanisms by which it may be effective. We employed a meta-analysis and critical narrative synthesis to examine the effectiveness of feedback for SBME procedural skills training and to examine how it works in this context. Our results demonstrate that feedback is moderately effective during procedural skills training in SBME, with a pooled effect size favoring feedback for skill outcomes of 0.74 (95 % CI 0.38-1.09; p < .001). Terminal feedback appears more effective than concurrent feedback for novice learners' skill retention. Multiple sources of feedback, including instructor feedback, lead to short-term performance gains although data on long-term effects is lacking. The mechanism by which feedback may be operating is consistent with the guidance hypothesis, with more research needed to examine other mechanisms such as cognitive load theory and social development theory.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available