Concurrent Versus Terminal Feedback: It May Be Better to Wait

Walsh, Catharine M.; Ling, Simon C.; Wang, Charlie S.; Carnahan, Heather

doi:10.1097/acm.0b013e3181b38daf

Cited by 113 publications

(81 citation statements)

References 6 publications

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“…These might explain that less training time was spent in the E&F group, but better outcome was observed, compared with the C group. This result suggests that appropriately more time might be spent in improving quality and efficacy of evaluation and feedback, rather than in training (Issenberg et al 1999;Walsh et al 2009). Feedback and evaluation play important roles in simulation-based medical education and they affect learning through their format, content, and programming.…”

Section: Discussionmentioning

confidence: 93%

“…It is a general assumption that ''assessment drives learning'' through socalled testing effect, a robust and independent phenomenon that was demonstrated to apply to a variety of test formats and levels of knowledge (Brazeau et al 2002;McLachlan 2006;Roediger & Karpicke 2006;Schoonheim-Klein et al 2006;Walsh et al 2009;van der Vleuten 1996). Evaluation is not only a tool to assess technical skills competency, but also to provide an opportunity (feedbacks) for instructors to know either flaws of their own instructions or students' shortcoming in training.…”

Section: Discussionmentioning

confidence: 99%

“…It is demonstrated that concurrent feedback can promote clinical skill acquisition (Ende 1983;Schmidt et al 1999). However, concurrent feedback during BLS training might impose a high-extraneous cognitive load on trainees and contribute to trainees' development of dependence, which might impair feedback quality (Walsh et al 2009). Evaluation is not only a tool to assess technical skills competency, the results in the evaluation also could be used as a source from which feedbacks derived.…”

Section: Introductionmentioning

confidence: 99%

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Pre-training evaluation and feedback improve medical students’ skills in basic life support

Liu

et al. 2011

Medical Teacher

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Background: Evaluation and feedback are two factors that could influence simulation-based medical education and the time when they were delivered contributes their different effects. Aim: To investigate the impact of pre-training evaluation and feedback on medical students' performance in basic life support (BLS). Methods: Forty 3rd-year undergraduate medical students were randomly divided into two groups, C group (the control) and pretraining evaluation and feedback group (E&F group), each of 20. After BLS theoretical lecture, the C group received 45 min BLS training and the E&F group was individually evaluated (video-taped) in a mock cardiac arrest ( pre-training evaluation). Fifteen minutes of group feedback related with the students' BLS performance in pre-training evaluation was given in the E&F group, followed by a 30-min BLS training. After BLS training, both groups were evaluated with one-rescuer BLS skills in a 3-min mock cardiac arrest scenario ( post-training evaluation). The score from the post-training evaluation was converted to a percentage and was compared between the two groups. Results: The score from the post-training evaluation was higher in the E&F group (82.9 AE 3.2% vs. 63.9 AE 13.4% in C group). Conclusions: In undergraduate medical students without previous BLS training, pre-training evaluation and feedback improve their performance in followed BLS training.

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Section: Discussionmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pre-training evaluation and feedback improve medical students’ skills in basic life support

Liu

et al. 2011

Medical Teacher

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“…One of the seven principles for good practice in undergraduate education is "give prompt feedback" 24 . On the other hand, delayed feedback has been shown in some context to be more beneficial to student retention and learning that immediate feedback 25,26 . Additionally, it may be important to let the student complete the task uninterrupted in order to enable him or her to learn how to identify their own errors 27 .…”

Section: Modalitymentioning

confidence: 99%

Team-Based Learning in Engineering Classrooms: Feedback Form and Content Adds Value to the Learning Experience

Lamm

Dorneich

Rover

2014

2014 ASEE North Midwest Section Conference: Engineering Something More

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An instructional strategy called Team-Based Learning (TBL) has been implemented by the authors in courses that emphasize fundamental engineering concepts that are core to the discipline. TBL is an alternative to conventional classroom lecture instruction. In a TBL course, students are placed on permanent learning teams and the teams work together, during class time, to apply course concepts and solve discipline-relevant problems called application exercises. The goal of introducing TBL in these engineering courses is to enhance the quality of student learning by incentivizing student engagement with course content and fostering team skills. This is achieved by using application exercises that require student teams to apply critical thinking and decision-making abilities. Students on high performing teams routinely report that their team's success on application exercises is directly attributable to the thorough preparation by individual student team members outside of class, and that the TBL course structure helped them develop and enhance their ability to learn challenging concepts on their own. An important component of TBL course structure is the inclusion of frequent, timely, and varied types of instructional feedback to students. This paper will introduce a taxonomy for instructional feedback and place the feedback mechanisms that are inherent in the TBL course structure within this context. The form and content of instructional feedback used in TBL engineering courses will be examined. This discussion will include suggestions for achieving a balance between the dimensions of feedback to facilitate the professional development of engineering students.

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“…In some situations immediacy of feedback may yield feedback of higher quality (see e.g., Huang et al, 2008), in other situations terminal or delayed feedback may be found to be more effective (Walsh et al, 2009). Huet et al (2009) showed that self-regulated concurrent feedback led to better learning outcomes (in pilot training) than imposed concurrent feedback.…”

Section: Appropriately-timed Feedback Nourishes Motivation For Creatimentioning

confidence: 99%

Features of an e-learning environment which promote critical and creative thinking: choice, feedback, anonymity, and assessment

Jasieński

2014

IJCEELL

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I discuss features that are important for creative and critical thinking which should be recreated in e-learning applications. Anonymity maximises chances for development of creativity and for objective and accurate assessment. I also describe a 'quadruple anonymity' system implemented at Nowy Sacz Business School -National-Louis University in Poland, the goal of which is to improve objectivity of thesis evaluation by referees. E-learning environment is ideal for implementing functionalities which make choice, feedback, and controlled anonymity easily available to the users to be effective, feedback should be appropriately timed, incremental, impartial, and impersonal. Evaluation of student or employee performance or of proposed ideas or solutions should rely on explicitly stated quantitative criteria, developed along well thought-through measurement scales and utilising proper descriptive statistics and visualisation methods. A description of the nominal group heuristic method is provided as an example of a heuristic method which relies on creativity, anonymity and unbiased evaluation.

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Concurrent Versus Terminal Feedback: It May Be Better to Wait

Abstract: Not all feedback conditions seem equally effective. The use of terminal feedback resulted in better learning as demonstrated by superior performance during transfer.

Cited by 113 publications

References 6 publications

Pre-training evaluation and feedback improve medical students’ skills in basic life support

Pre-training evaluation and feedback improve medical students’ skills in basic life support

Team-Based Learning in Engineering Classrooms: Feedback Form and Content Adds Value to the Learning Experience

Features of an e-learning environment which promote critical and creative thinking: choice, feedback, anonymity, and assessment

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