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Feedback for simulation-based procedural skills training: a meta-analysis and critical narrative synthesis
Rose Hatala1, David A Cook, Benjamin Zendejas
1Department of Medicine, University of British Columbia, Vancouver, BC, Canada, rhatala@mac.com.
Summary
Feedback in simulation-based medical education (SBME) moderately improves procedural skills. Terminal feedback is better for novice skill retention, while multiple feedback sources aid short-term gains.
Area of Science:
- Medical Education
- Simulation-Based Training
- Skill Acquisition
Background:
- Feedback is crucial in simulation-based medical education (SBME).
- The precise effectiveness and underlying mechanisms of feedback in SBME require further clarification.
Purpose of the Study:
- To evaluate the effectiveness of feedback in SBME for procedural skills training.
- To investigate the mechanisms through which feedback operates in this context.
Main Methods:
- A meta-analysis and critical narrative synthesis were utilized.
- The study focused on feedback's impact on procedural skills training within SBME.
Main Results:
- Feedback demonstrated moderate effectiveness, with a pooled effect size of 0.74 (95% CI 0.38-1.09) for skill outcomes.
- Terminal feedback was more effective than concurrent feedback for novice skill retention.
- Multiple feedback sources, including instructor feedback, enhanced short-term performance, but long-term data is limited.
Conclusions:
- Feedback is a moderately effective instructional strategy in SBME for procedural skills.
- The guidance hypothesis aligns with observed mechanisms, though further research into cognitive load and social development theories is warranted.
