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Autor/inn/en | Lean, Lyn Li; Hong, Ryan Yee Shiun; Ti, Lian Kah |
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Titel | End-Task Versus In-Task Feedback to Increase Procedural Learning Retention during Spinal Anaesthesia Training of Novices |
Quelle | In: Advances in Health Sciences Education, 22 (2017) 3, S.713-721 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1382-4996 |
DOI | 10.1007/s10459-016-9703-8 |
Schlagwörter | Feedback (Response); Anesthesiology; Retention (Psychology); Training; Novices; Teaching Methods; Comparative Analysis; Experiential Learning; Active Learning; Video Technology; Medical Students; Medical Education; Simulation |
Abstract | Communication of feedback during teaching of practical procedures is a fine balance of structure and timing. We investigate if continuous in-task (IT) or end-task feedback (ET) is more effective in teaching spinal anaesthesia to medical students. End-task feedback was hypothesized to improve both short-term and long-term procedural learning retention as experiential learning promotes active learning after encountering errors during practice. Upon exposure to a 5-min instructional video, students randomized to IT or ET feedbacks were trained using a spinal simulator mannequin. A blinded expert tested the students using a spinal anaesthesia checklist in the short term (immediate) and long-term (average 4 months). Sixty-five students completed the training and testing. There were no differences in demographics of age or gender within IT or ET distributions. Both short-term and long-term learning retention of spinal anaesthesia ET feedback proved to be better (P < 0.01) than IT feedback. The time taken for ET students was shorter at long-term testing. End-task feedback improves both short-term and long-term procedural learning retention. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |