Immediate Auditory Feedback is Superior to Other Types of Feedback for Basic Surgical Skills Acquisition
We examined the effect of timing and type of feedback on medical students' knot-tying performance using visual versus auditory and immediate versus delayed feedback. We hypothesized that participants who received immediate auditory feedback would outperform those who received delayed and visual...
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| Veröffentlicht in: | Journal of surgical education 2017-11, Vol.74 (6), p.e55-e61 |
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| container_title | Journal of surgical education |
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| creator | Al Fayyadh, Mohammed J. Hassan, Ramy A. Tran, Zachary K. Kempenich, Jason W. Bunegin, Leonid Dent, Daniel L. Willis, Ross E. |
| description | We examined the effect of timing and type of feedback on medical students' knot-tying performance using visual versus auditory and immediate versus delayed feedback. We hypothesized that participants who received immediate auditory feedback would outperform those who received delayed and visual feedback.
Sixty-nine first- and second-year medical students were taught to tie 2-handed knots. All participants completed 3 pretest knot-tying trials without feedback. Participants were instructed to tie a knot sufficiently tight to stop the “blood” flow while minimizing the amount of force applied to the vessel. Task completion time was not a criterion. Participants were stratified and randomly assigned to 5 experimental groups based on type (auditory versus visual) and timing (immediate versus delayed) of feedback. The control group did not receive feedback. All groups trained to proficiency. Participants completed 3 posttest trials without feedback.
There were fewer trials with leak (p < 0.01) and less force applied (p < 0.01) on the posttest compared to the pretest, regardless of study group. The immediate auditory feedback group required fewer trials to achieve proficiency than each of the other groups (p < 0.01) and had fewer leaks than the control, delayed auditory, and delayed visual groups (p < 0.02).
In a surgical force feedback simulation model, immediate auditory feedback resulted in fewer training trials to reach proficiency and fewer leaks compared to visual and delayed forms of feedback. |
| doi_str_mv | 10.1016/j.jsurg.2017.08.005 |
| format | Article |
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Sixty-nine first- and second-year medical students were taught to tie 2-handed knots. All participants completed 3 pretest knot-tying trials without feedback. Participants were instructed to tie a knot sufficiently tight to stop the “blood” flow while minimizing the amount of force applied to the vessel. Task completion time was not a criterion. Participants were stratified and randomly assigned to 5 experimental groups based on type (auditory versus visual) and timing (immediate versus delayed) of feedback. The control group did not receive feedback. All groups trained to proficiency. Participants completed 3 posttest trials without feedback.
There were fewer trials with leak (p < 0.01) and less force applied (p < 0.01) on the posttest compared to the pretest, regardless of study group. The immediate auditory feedback group required fewer trials to achieve proficiency than each of the other groups (p < 0.01) and had fewer leaks than the control, delayed auditory, and delayed visual groups (p < 0.02).
In a surgical force feedback simulation model, immediate auditory feedback resulted in fewer training trials to reach proficiency and fewer leaks compared to visual and delayed forms of feedback.</description><identifier>ISSN: 1931-7204</identifier><identifier>EISSN: 1878-7452</identifier><identifier>DOI: 10.1016/j.jsurg.2017.08.005</identifier><identifier>PMID: 28865902</identifier><language>eng</language><publisher>United States: Elsevier Inc</publisher><subject>Analysis of Variance ; auditory ; Competency-Based Education ; delayed ; Education, Medical, Undergraduate - methods ; Educational Measurement ; Feedback, Sensory ; Female ; force feedback ; Humans ; immediate ; Male ; Practice-Based Learning and Improvement ; Simulation Training - methods ; Students, Medical - statistics & numerical data ; surgical education ; surgical skills ; Suture Techniques - education ; Systems-Based Practice ; Task Performance and Analysis ; Time Factors ; visual ; Young Adult</subject><ispartof>Journal of surgical education, 2017-11, Vol.74 (6), p.e55-e61</ispartof><rights>2017 Association of Program Directors in Surgery</rights><rights>Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c274t-9940e36bd8e4f1f57e7dd3a7a06356d6d4b0bece644b2a131bda2f3245ca24143</citedby><cites>FETCH-LOGICAL-c274t-9940e36bd8e4f1f57e7dd3a7a06356d6d4b0bece644b2a131bda2f3245ca24143</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S1931720417302635$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,65306</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/28865902$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Al Fayyadh, Mohammed J.</creatorcontrib><creatorcontrib>Hassan, Ramy A.</creatorcontrib><creatorcontrib>Tran, Zachary K.</creatorcontrib><creatorcontrib>Kempenich, Jason W.</creatorcontrib><creatorcontrib>Bunegin, Leonid</creatorcontrib><creatorcontrib>Dent, Daniel L.</creatorcontrib><creatorcontrib>Willis, Ross E.</creatorcontrib><title>Immediate Auditory Feedback is Superior to Other Types of Feedback for Basic Surgical Skills Acquisition</title><title>Journal of surgical education</title><addtitle>J Surg Educ</addtitle><description>We examined the effect of timing and type of feedback on medical students' knot-tying performance using visual versus auditory and immediate versus delayed feedback. We hypothesized that participants who received immediate auditory feedback would outperform those who received delayed and visual feedback.
Sixty-nine first- and second-year medical students were taught to tie 2-handed knots. All participants completed 3 pretest knot-tying trials without feedback. Participants were instructed to tie a knot sufficiently tight to stop the “blood” flow while minimizing the amount of force applied to the vessel. Task completion time was not a criterion. Participants were stratified and randomly assigned to 5 experimental groups based on type (auditory versus visual) and timing (immediate versus delayed) of feedback. The control group did not receive feedback. All groups trained to proficiency. Participants completed 3 posttest trials without feedback.
There were fewer trials with leak (p < 0.01) and less force applied (p < 0.01) on the posttest compared to the pretest, regardless of study group. The immediate auditory feedback group required fewer trials to achieve proficiency than each of the other groups (p < 0.01) and had fewer leaks than the control, delayed auditory, and delayed visual groups (p < 0.02).
In a surgical force feedback simulation model, immediate auditory feedback resulted in fewer training trials to reach proficiency and fewer leaks compared to visual and delayed forms of feedback.</description><subject>Analysis of Variance</subject><subject>auditory</subject><subject>Competency-Based Education</subject><subject>delayed</subject><subject>Education, Medical, Undergraduate - methods</subject><subject>Educational Measurement</subject><subject>Feedback, Sensory</subject><subject>Female</subject><subject>force feedback</subject><subject>Humans</subject><subject>immediate</subject><subject>Male</subject><subject>Practice-Based Learning and Improvement</subject><subject>Simulation Training - methods</subject><subject>Students, Medical - statistics & numerical data</subject><subject>surgical education</subject><subject>surgical skills</subject><subject>Suture Techniques - education</subject><subject>Systems-Based Practice</subject><subject>Task Performance and Analysis</subject><subject>Time Factors</subject><subject>visual</subject><subject>Young Adult</subject><issn>1931-7204</issn><issn>1878-7452</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNp9kMtOwzAQRS0E4lH4AiTkJZsEv5I4CxYF8ZKQWLSsLceeFJe0LnaC1L_HpQV2rGakOXdGcxA6pySnhJZX83wehzDLGaFVTmROSLGHjqmsZFaJgu2nvuY0qxgRR-gkxnkCRM3qQ3TEpCyLmrBj9Pa0WIB1ugc8HqzrfVjjewDbaPOOXcSTYQXB-YB7j1_6Nwh4ul5BxL79w9o0vtHRmUSHmTO6w5N313URj83H4KLrnV-eooNWdxHOdnWEXu_vpreP2fPLw9Pt-DkzrBJ9VteCAC8bK0G0tC0qqKzlutKk5EVpSysa0oCBUoiGacppYzVrOROF0UxQwUfocrt3FfzHALFXCxcNdJ1egh-iSk4KLmVBeUL5FjXBxxigVavgFjqsFSVqo1jN1bditVGsiFTJYEpd7A4MTVL3m_lxmoDrLQDpzU8HQUXjYGmS5gCmV9a7fw98AQjGjtM</recordid><startdate>201711</startdate><enddate>201711</enddate><creator>Al Fayyadh, Mohammed J.</creator><creator>Hassan, Ramy A.</creator><creator>Tran, Zachary K.</creator><creator>Kempenich, Jason W.</creator><creator>Bunegin, Leonid</creator><creator>Dent, Daniel L.</creator><creator>Willis, Ross E.</creator><general>Elsevier Inc</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope></search><sort><creationdate>201711</creationdate><title>Immediate Auditory Feedback is Superior to Other Types of Feedback for Basic Surgical Skills Acquisition</title><author>Al Fayyadh, Mohammed J. ; Hassan, Ramy A. ; Tran, Zachary K. ; Kempenich, Jason W. ; Bunegin, Leonid ; Dent, Daniel L. ; Willis, Ross E.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c274t-9940e36bd8e4f1f57e7dd3a7a06356d6d4b0bece644b2a131bda2f3245ca24143</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2017</creationdate><topic>Analysis of Variance</topic><topic>auditory</topic><topic>Competency-Based Education</topic><topic>delayed</topic><topic>Education, Medical, Undergraduate - methods</topic><topic>Educational Measurement</topic><topic>Feedback, Sensory</topic><topic>Female</topic><topic>force feedback</topic><topic>Humans</topic><topic>immediate</topic><topic>Male</topic><topic>Practice-Based Learning and Improvement</topic><topic>Simulation Training - methods</topic><topic>Students, Medical - statistics & numerical data</topic><topic>surgical education</topic><topic>surgical skills</topic><topic>Suture Techniques - education</topic><topic>Systems-Based Practice</topic><topic>Task Performance and Analysis</topic><topic>Time Factors</topic><topic>visual</topic><topic>Young Adult</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Al Fayyadh, Mohammed J.</creatorcontrib><creatorcontrib>Hassan, Ramy A.</creatorcontrib><creatorcontrib>Tran, Zachary K.</creatorcontrib><creatorcontrib>Kempenich, Jason W.</creatorcontrib><creatorcontrib>Bunegin, Leonid</creatorcontrib><creatorcontrib>Dent, Daniel L.</creatorcontrib><creatorcontrib>Willis, Ross E.</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of surgical education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Al Fayyadh, Mohammed J.</au><au>Hassan, Ramy A.</au><au>Tran, Zachary K.</au><au>Kempenich, Jason W.</au><au>Bunegin, Leonid</au><au>Dent, Daniel L.</au><au>Willis, Ross E.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Immediate Auditory Feedback is Superior to Other Types of Feedback for Basic Surgical Skills Acquisition</atitle><jtitle>Journal of surgical education</jtitle><addtitle>J Surg Educ</addtitle><date>2017-11</date><risdate>2017</risdate><volume>74</volume><issue>6</issue><spage>e55</spage><epage>e61</epage><pages>e55-e61</pages><issn>1931-7204</issn><eissn>1878-7452</eissn><abstract>We examined the effect of timing and type of feedback on medical students' knot-tying performance using visual versus auditory and immediate versus delayed feedback. We hypothesized that participants who received immediate auditory feedback would outperform those who received delayed and visual feedback.
Sixty-nine first- and second-year medical students were taught to tie 2-handed knots. All participants completed 3 pretest knot-tying trials without feedback. Participants were instructed to tie a knot sufficiently tight to stop the “blood” flow while minimizing the amount of force applied to the vessel. Task completion time was not a criterion. Participants were stratified and randomly assigned to 5 experimental groups based on type (auditory versus visual) and timing (immediate versus delayed) of feedback. The control group did not receive feedback. All groups trained to proficiency. Participants completed 3 posttest trials without feedback.
There were fewer trials with leak (p < 0.01) and less force applied (p < 0.01) on the posttest compared to the pretest, regardless of study group. The immediate auditory feedback group required fewer trials to achieve proficiency than each of the other groups (p < 0.01) and had fewer leaks than the control, delayed auditory, and delayed visual groups (p < 0.02).
In a surgical force feedback simulation model, immediate auditory feedback resulted in fewer training trials to reach proficiency and fewer leaks compared to visual and delayed forms of feedback.</abstract><cop>United States</cop><pub>Elsevier Inc</pub><pmid>28865902</pmid><doi>10.1016/j.jsurg.2017.08.005</doi></addata></record> |
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| subjects | Analysis of Variance auditory Competency-Based Education delayed Education, Medical, Undergraduate - methods Educational Measurement Feedback, Sensory Female force feedback Humans immediate Male Practice-Based Learning and Improvement Simulation Training - methods Students, Medical - statistics & numerical data surgical education surgical skills Suture Techniques - education Systems-Based Practice Task Performance and Analysis Time Factors visual Young Adult |
| title | Immediate Auditory Feedback is Superior to Other Types of Feedback for Basic Surgical Skills Acquisition |
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