Feedback for Simulation-Based Procedural Skills Training: A Meta-Analysis and Critical Narrative Synthesis

Autor/inn/en	Hatala, Rose; Cook, David A.; Zendejas, Benjamin; Hamstra, Stanley J.; Brydges, Ryan
Titel	Feedback for Simulation-Based Procedural Skills Training: A Meta-Analysis and Critical Narrative Synthesis
Quelle	In: Advances in Health Sciences Education, 19 (2014) 2, S.251-272 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-013-9462-8
Schlagwörter	Medical Education; Medical Students; Feedback (Response); Simulation; Meta Analysis; Instructional Effectiveness; Effect Size; Retention (Psychology); College Faculty; Teacher Attitudes; Skill Development; Synthesis + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Simulation program; Simulationsprogramm; Meta-analysis; Metaanalyse; Unterrichtserfolg; Merkfähigkeit; Fakultät; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	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" < 0.001). 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10