Keep it SIMPL: Improved Feedback After Implementation of an App-Based Feedback Tool

Abstract

Background Data defining the utility of the system for improving and measuring procedural learning (SIMPL) in surgical education is limited. The aim of this pilot study is to describe the impact of SIMPL on resident and faculty perspectives regarding operative feedback. Methods Residents and faculty were surveyed prior to and 6 months after SIMPL implementation. Associations were analyzed using [Formula: see text] for categorical and Student’s t-test for continuous variables. Statistical significance was defined as P-value < .05. Results The proportion of residents receiving intraoperative feedback at least once/day increased significantly (35% to 73%, P = .025); there was a trend toward increased postoperative feedback (15% to 33%, P = .201). Faculty reported an increase in intraoperative (55% to 91%, P = .041) and postoperative feedback (21% to 64%, P = .020). Satisfaction with intraoperative feedback improved from a score of 3.50 ± 1.05 to 3.93 ± .62, although not statistically significant ( P = .181). Satisfaction with postoperative feedback improved significantly from 2.85 ± .93 to 3.50 ± .65 ( P = .032). The proportion of faculty who felt they were providing effective feedback increased (53% to 91%, P = .032). The proportion of residents who perceived that feedback enhanced their surgical skill increased as well (65% to 93%, P = .048). Discussion Despite a modest increase in frequency of postoperative feedback, perceived quality of feedback improved substantially after implementation of SIMPL. Introduction of SIMPL also increased the amount of feedback provided by faculty intraoperatively. SIMPL, via direct and indirect effects, has a positive impact on the resident operative learning environment. Further work is necessary to examine the influence this may have on resident operative skill and patient outcomes.

Use of Effective Feedback in Veterinary Clinical Teaching

“…Ultimately, effective feedback helps the learner but, as veterinary medicine is a professional degree, feedback is essential for the benefit of the client/patient and maintenance of the professional image. However, feedback, particularly when not effective, may result in loss of motivation, a negative response, and stress for the learner [2,5,11,40,41,43]. In the absence of effective feedback, impediments in reaching competencies should be expected [5,6,16,18,27,38,39,43,45,46].…”

“…Learners with large gaps in knowledge may be better dealt with through didactic approaches to teaching rather than feedback sessions [39]. Feedback can engender a stimulating and positive response by a learner, resulting in the acquisition of new competencies (cognitive aspect) [2,5,7,11,18,32,[40][41][42][43] and is essential to metacognition [12,32,39,44]. Ultimately, effective feedback helps the learner but, as veterinary medicine is a professional degree, feedback is essential for the benefit of the client/patient and maintenance of the professional image.…”

“…In the last few decades, computerized tools for the provision of feedback to learners have become available. One example is the system for improving and measuring procedural learning (SIMPL) using a smart phone application, allowing learners and instructors to provide feedback to each other [41]. For remotely located learners, telephone or video feedback sessions have also been proposed and reported as effective [5] as they provide opportunity for interactive discussion [57].…”