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

Abstract

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.

Effect of simulated emergency skills training and assessments on the competence and confidence of medical students

“…This was similar to a report indicating that students who were evaluated prior to their training performed better in the post-training evaluation than a control group who had not been evaluated before training. [14] A limitation of this study was that, although the students seemed alarmingly overconfident, the data were unsuitable to statistically determine the correlation between competence (scores in percentages) and confidence (4 categories). An additional limitation was that individual feedback, as implied during supervised hands-on sessions, was not monitored.…”

Part 8: Education, Implementation, and Teams

“…Because the outcome of skill performance in all 7 studies [53][54][55][56][57][58][59] demonstrated equivocal or minimal benefit in skill performance compared with traditional course format, we suggest the possibility of using other training methods for teaching BLS or ALS. However, the heterogeneity of the studies makes it unclear what this alternative method might be (weak recommendation, low-quality evidence).…”

“…For the important outcome of cognitive knowledge, we identified 4 RCTs: 2 were of very low quality (downgraded for serious risk of bias, imprecision, and possible publication bias), 53,54 1 was of low quality (downgraded for risk of bias and imprecision), 57 and 1 was of moderate quality (downgraded for imprecision). 55 These studies differed in the teaching methods used to compare cognitive outcome, including simulation (traditional course format), multimedia (computer-based learning), self-directed reading, limited instruction (larger student-to-instructor ratio), and self-directed computer-based learning.…”

“…Educational strategies included traditional course format versus computer-based learning, telemedicine, self-directed reading, limited instruction (larger student-toinstructor ratio), 4-stage skill teaching, video instruction, and video-based group feedback. Studies ranged from very-lowquality evidence 53 (downgraded for serious risk of bias and imprecision) to moderate-quality evidence [55][56][57][58] (downgraded for imprecision).…”

Part 14: Education

“…Studies comparing traditional course format with training using computer-based instruction, self-directed learning, video-based instruction, and varied instructor-to-student ratios showed mixed results with regard to knowledge and skill at course completion and at reassessment up to 6 months after course completion. [132][133][134][135][136][137][138] These studies varied in course composition (paramedic students, medical students at various levels, nursing students, and credentialed healthcare providers), type of course (BLS or ALS), and instructional methods.…”