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Related Experiment Video

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Three-Dimensional Finger Motion Tracking during Needling: A Solution for the Kinematic Analysis of Acupuncture Manipulation
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Task- versus ego-oriented feedback delivered as numbers or comments during intubation training.

Julian Manzone1, Luc Tremblay, Kong E You-Ten

  • 1Department of Medicine, University of Toronto, Toronto, Ontario, Canada.

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Summary

Medical students showed short-term performance gains with ego-oriented numerical feedback, challenging prior learning theories. While retention did not differ, feedback type impacted perceptions of credibility and the learning environment.

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Area of Science:

  • Medical Education
  • Simulation-based Training
  • Learning Psychology

Background:

  • Learners adopt task orientation (mastery focus) or ego orientation (social comparison focus).
  • Task orientation is often considered optimal for learning, linked to qualitative feedback benefits.
  • The distinct effects of feedback orientation versus format on learning outcomes remain unclear.

Purpose of the Study:

  • To investigate the impact of feedback orientation (task vs. ego) and feedback format (numerical vs. comment) on endotracheal intubation skills.
  • To clarify whether observed learning effects are due to orientation, format, or their interaction.

Main Methods:

  • 41 medical students were randomized into four feedback groups: Task-Numerical, Ego-Numerical, Task-Comment, Ego-Comment.
  • Participants completed 20 endotracheal intubation trials with pre-test, post-test, and retention assessments.
  • Performance was measured using hand motion analysis and a global rating scale; perceptions were assessed via Likert scales.

Main Results:

  • No significant performance differences were found for the easiest or most complex intubation variations.
  • For moderately difficult variations, significant short-term performance improvements (post-test) were observed in the Ego-oriented Numerical group.
  • The Ego-oriented Numerical group reported higher feedback credibility; no significant differences in retention were found across groups.

Conclusions:

  • Medical students' responses to feedback challenge existing educational research, favoring ego-oriented numerical feedback for short-term gains.
  • While learning retention was similar across conditions, feedback type significantly influenced students' perceptions of credibility and the learning environment.
  • The long-term implications of these perceptual differences on future trainee learning warrant consideration.