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ERIC Number: EJ1036052
Record Type: Journal
Publication Date: 2014-May
Pages: 22
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-1382-4996
Feedback for Simulation-Based Procedural Skills Training: A Meta-Analysis and Critical Narrative Synthesis
Hatala, Rose; Cook, David A.; Zendejas, Benjamin; Hamstra, Stanley J.; Brydges, Ryan
Advances in Health Sciences Education, v19 n2 p251-272 May 2014
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A