Individualized feedback during simulated laparoscopic training: a mixed methods study

Abstract

ObjectivesThis study aimed to explore the value of indi-vidualized feedback on performance, flow and self-efficacy during simulated laparoscopy. Furthermore, we wished to explore attitudes towards feedback and simulator training among medical students.MethodsSixteen medical students were included in the study and randomized to laparoscopic simulator training with or without feedback. A teacher provided individualized feedback continuously throughout the procedures to the target group. Validated questionnaires and scales were used to evaluate self-efficacy and flow. The Mann-Whitney U test was used to evaluate differences between groups regarding laparoscopic performance (instrument path length), self-efficacy and flow. Qualitative data was collected by group interviews and interpreted using inductive thematic analyses.ResultsSixteen students completed the simulator training and questionnaires. Instrument path length was shorter in the feedback group (median 3.9 m; IQR: 3.3-4.9) as com-pared to the control group (median 5.9 m; IQR: 5.0-8.1), p<0.05. Self-efficacy improved in both groups. Eleven students participated in the focus interviews. Participants in the control group expressed that they had fun, whereas participants in the feedback group were more concentrated on the task and also more anxious. Both groups had high ambitions to succeed and also expressed the importance of getting feedback. The authenticity of the training scenario was important for the learning process.ConclusionsThis study highlights the importance of individualized feedback during simulated laparoscopy training. The next step is to further optimize feedback and to transfer standardized and individualized feedback from the simulated setting to the operating room.

Effect of face-to-face verbal feedback compared with no or alternative feedback on the objective workplace task performance of health professionals: a systematic review and meta-analysis

“…Seven (64%) reports were published in the last 5 years since 2014. The studies were conducted in Europe (4),30–33 Canada (4),34–37 the USA (2)38 39 and Asia (1) 40…”

“…There were 488 participants, including 196/366 (53.6%) men from seven studies that reported gender data 30 32–35 38 40. Participants included 290 (60%) medical students in four studies,30 33 37 38 60 (12%) dental students in one study32 and 138 (28%) doctors in six studies 31 34–36 39 40.…”

“…There were 488 participants, including 196/366 (53.6%) men from seven studies that reported gender data 30 32–35 38 40. Participants included 290 (60%) medical students in four studies,30 33 37 38 60 (12%) dental students in one study32 and 138 (28%) doctors in six studies 31 34–36 39 40. The workplace tasks involved a discrete task such as surgical procedures, cardiopulmonary resuscitation (CPR) or teaching skills, which occurred in clinical practice in four studies34 35 39 40 and a simulation environment in seven studies (7/11, 64%) 30–33 36–38.…”

“…Participants included 290 (60%) medical students in four studies,30 33 37 38 60 (12%) dental students in one study32 and 138 (28%) doctors in six studies 31 34–36 39 40. The workplace tasks involved a discrete task such as surgical procedures, cardiopulmonary resuscitation (CPR) or teaching skills, which occurred in clinical practice in four studies34 35 39 40 and a simulation environment in seven studies (7/11, 64%) 30–33 36–38. Differences in feedback interventions between included studies involved feedback source (expert or peer), timing (during task performance, directly afterwards or delayed), content (evaluative information only or additional corrective advice, performance video, simulator information or written report) and number of feedback episodes.…”

Adapting Feedback to Individual Residents: An Examination of Preceptor Challenges and Approaches

“…Individualized feedback favorably impacts general clinical, technical, and communication skills, and patient care. [4][5][6][7] It requires preceptors to consider the individual resident and his or her unique context. Preceptors report difficulties in guiding residents at performance extremes (those who excel or struggle), and those who lack insight about their work, or who are not receptive to feedback.…”