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The role of collaborative feedback and remote practice in the acquisition of suturing skills by medical students at Université de Montréal
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The role of collaborative feedback and remote practice in the acquisition of suturing skills by medical students at Université de Montréal
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Journal Article
The role of collaborative feedback and remote practice in the acquisition of suturing skills by medical students at Université de Montréal
2022
Overview
Background: Learning surgical skills remotely in a decentralized model requires an effective and economic way of providing feedback. Our objective was to test the effectiveness of various forms of feedback in the acquisition of surgical skills by medical students. Methods: This was a pilot randomized control trial, in which 45 volunteers were randomized among 4 experimental groups to acquire suturing skills remotely. These skills were practised on custom-developed take-home simulators under 4 feedback conditions. Acquisition was mediated through an experimental learning management system designed to provide interactive instructions and peer-to-peer/expert feedback. During a practice phase of 1 week, learners uploaded suture attempts to receive feedback: group 1 by peers and an expert using a checklist (CL); group 2 by peers using a CL; group 3 by peers using openended feedback (OEF); and group 4 by peers and an expert using OEF. Performance on day 1 (pretest) and day 9 (posttest) was assessed by a CL and using a Global Rating Score (GRS). Results: Analysis of CL and GRS revealed similar dynamics; significant improvement was seen between pre- and posttest scores for all groups. However, participants in group 2 had significantly lower GRS than the other 3 groups. Conclusion: The results suggest that learners can acquire surgical skills remotely and, more importantly, that peers providing feedback are just as effective as experts if they use OEF and not CL.
Publisher
CMA Impact, Inc
Subject
