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

Area of Science:

• Medical Education
• Surgical Training
• Digital Learning Technologies

Background:

• Computer-assisted learning (CAL) presents advantages for teaching surgical technical skills.
• Evaluating the impact of external feedback within CAL is crucial for optimizing surgical education.

Purpose of the Study:

• To assess how individualized external feedback influences surgical skill acquisition.
• To determine the effectiveness of CAL with and without feedback for technical skill development.

Main Methods:

• 105 novice students participated in a 1-hour CAL session on tying a two-handed square knot.
• One group received individualized external feedback; the control group did not.
• Performance was assessed via blinded, independent surgical review of pre- and post-session videotapes, measuring time, knot accuracy, and quality.

Main Results:

• Both groups improved knot-tying accuracy and performance scores post-session.
• No significant difference was found between groups in knot accuracy.
• The group receiving external feedback demonstrated significantly higher post-session performance scores.

Conclusions:

• CAL effectively improves surgical technical skills in novices, with both groups showing competence.
• Individualized external feedback during CAL leads to a higher level of skill mastery in surgical training.