학술논문
The Role of Collaborative Observational Practice and Feedback-Discourse to Promote Remote Acquisition of Technical Surgical Skills.
Document Type
Academic Journal
Author
Pelletier F; Faculty of Medicine, Université de Montréal, Montréal, Quebec City, Canada.; Torres A; Faculty of Business and IT, Ontario Tech University, Oshawa, Ontario, Canada.; Meloche-Dumas L; Department of Surgery, Université de Montréal, Montréal, Quebec City, Canada.; Guérard-Poirier N; Faculty of Medicine, Université de Montréal, Montréal, Quebec City, Canada.; Kaviani A; Department of Surgical Oncology, Centre Hospitalier de l'Université de Montréal, Montreal, Quebec City, Canada.; Kapralos B; Faculty of Business and IT, Ontario Tech University, Oshawa, Ontario, Canada.; Mercier F; Department of Surgical Oncology, Centre Hospitalier de l'Université de Montréal, Montreal, Quebec City, Canada.; Dubrowski A; Faculty of Health Sciences, maxSIMhealth Laboratory, Ontario Tech University, Oshawa, Ontario, Canada.; Patocskai E; Department of Surgical Oncology, Centre Hospitalier de l'Université de Montréal, Montreal, Quebec City, Canada. Electronic address: erica.patocskai.med@ssss.gouv.qc.ca.
Source
Publisher: Academic Press Country of Publication: United States NLM ID: 0376340 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1095-8673 (Electronic) Linking ISSN: 00224804 NLM ISO Abbreviation: J Surg Res Subsets: MEDLINE
Subject
Language
English
Abstract
Introduction: Acquisition of technical skills remotely in a decentralized model requires an efficacious way of providing feedback. The primary objective was to test the efficacy of various forms of feedback on the acquisition of surgical skills by medical students.
Methods: Forty volunteers were randomized to four experimental groups, differing from the nature of feedback (free text versus structured) and who provided the feedback (expert versus peer learners). They had to perform sutures and upload attempts on a learning management system to receive interactive feedback. The pretest and retention test performances were assessed.
Results: All groups significantly improved from pretests to retention tests; however, participants using checklist showed statistically lower improvements than the other groups, which did not differ from each other.
Conclusions: Remote learners can acquire surgical skills, and most importantly, peers who provide feedback, are as effective as experts if they use open-ended comments and not checklists.
(Copyright © 2023 Elsevier Inc. All rights reserved.)
Methods: Forty volunteers were randomized to four experimental groups, differing from the nature of feedback (free text versus structured) and who provided the feedback (expert versus peer learners). They had to perform sutures and upload attempts on a learning management system to receive interactive feedback. The pretest and retention test performances were assessed.
Results: All groups significantly improved from pretests to retention tests; however, participants using checklist showed statistically lower improvements than the other groups, which did not differ from each other.
Conclusions: Remote learners can acquire surgical skills, and most importantly, peers who provide feedback, are as effective as experts if they use open-ended comments and not checklists.
(Copyright © 2023 Elsevier Inc. All rights reserved.)