Comparison of different feedback modalities for the training of procedural skills in Oral and Maxillofacial surgery: a blinded, randomized and controlled study
Background: Feedback given to students plays an important role concerning their efficiency in learning practical skills. With the purpose of facilitating this objective, the effectiveness of diverse modalities of given feedback has been investigated. Our hypothesis is that Individualized and Unsupervised Video Feedback can produce a similar learning experience in performing practical skills in Oral and Maxillofacial surgery as with conventional Direct Expert Feedback (Control group).Methods:
... group).Methods: This prospective, randomized controlled and blinded study compared Direct Expert Feedback (DEF), Individualized Video Feedback (IVF) and Unsupervised Video Feedback (UVF). Participants were fourth-year dental students from the University Goethe of Frankfurt. Students were assigned to one of the three feedback methods ( n = 20) using simple randomization. All participants received a video instruction of an interdental ('Ernst') ligature and a periphery venous catheterization. Subsequently, students were video recorded performing the tasks by themselves (pre-test). Following this, every student received feedback using one of the above mentioned modalities of feedback. Then, the participants performed the same task again while being video recorded (post-test) to measure the acquired competence. Six weeks later, the students participated in an objective structured clinical examination (OSCE), where the long-term knowledge retention was evaluated. All examiners were blinded towards the students' instructional approach and affiliation of the learning group.Results: For the interdental ligature, significant improvements for each feedback modality from pre-test to post-test were found. The intragroup comparison in the post-test showed no significant differences between the three groups. All groups showed good knowledge retention from post-test to the long-term knowledge retention test. At the placement of a peripheral venous catheter, the IVF and UVF Group showed significant reduction of performance from the post-test to the long-term knowledge retention test.Conclusion: This study showed that IVF and UVF were acceptable in the acquisition of basic surgical skills in Oral and Maxillofacial surgery and were not quantitatively different from DEF in improving skills.