The impact of external feedback on computer-assisted learning for surgical technical skill training

Academic Article

Abstract

  • Background: Computer-assisted learning (CAL) offers a number of potential advantages for surgical technical skills teaching. The purpose of this study was to evaluate the impact of individualized external feedback on surgical skill acquisition when a CAL package is used for instruction. Methods: Freshman and sophomore students participated in a 1-hour CAL session designed to teach them how to tie a two-handed square knot. One group received individualized external feedback during the session and the other group did not. Subjects were videotaped performing the skill before and after the session. The tapes were independently analyzed, in blinded fashion, by three surgeons. Three measures were obtained: the total time for the task, whether or not the knot was square, and the general quality of the performance using a rating scale. Results: Data from 105 subjects were available for final analysis. For both groups there were significant increases in the proportion of knots that were square when the posttest performance was compared with the pretest performance but there was no difference between groups on this measure. Comparison of the performance scores demonstrated that both groups had a significant improvement after the session but the performance scores were significantly better in the group that had received feedback. Conclusions: Novices in both groups using CAL showed improvement in two of the outcomes measured, suggesting that subjects in both groups attained some degree of competence with this skill. The higher posttest performance score for the group receiving feedback demonstrates that external feedback results in a higher level of mastery when CAL is used to teach surgical technical skills. Copyright (C) 2000 Excerpta Medica Inc.
  • Authors

    Digital Object Identifier (doi)

    Pubmed Id

  • 19018246
  • Author List

  • Rogers DA; Regehr G; Howdieshell TR; Yeh KA; Palm E
  • Start Page

  • 341
  • End Page

  • 343
  • Volume

  • 179
  • Issue

  • 4