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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
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Randomized Trial Comparing Instructor-Delivered Feedback with Self-Assessment Using Video during Basic Skills

Carolyn L Kerr, Mina Abdulghani, Claudia Smith

    Journal of Veterinary Medical Education
    |November 22, 2021
    PubMed
    Summary
    This summary is machine-generated.

    Instructor feedback significantly improved veterinary students' intravenous catheter placement skills compared to self-assessment with video. Both methods boosted confidence, but instructor guidance yielded superior performance outcomes.

    Keywords:
    catheterizationfeedbackpsychomotor skillsself-assessmentsimulation

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    Area of Science:

    • Veterinary Medical Education
    • Clinical Skills Training
    • Medical Simulation

    Background:

    • Effective feedback is crucial for student achievement in veterinary skills training.
    • Optimal feedback methods for veterinary trainees remain underexplored.
    • Intravenous catheter placement is a fundamental veterinary skill requiring proficiency.

    Purpose of the Study:

    • To compare student perceptions and performance outcomes using video self-assessment versus instructor-delivered feedback for intravenous catheter placement skills.
    • To evaluate the impact of different feedback modalities on veterinary trainees' confidence and skill acquisition.
    • To determine the most effective feedback strategy for improving veterinary students' practical skills.

    Main Methods:

    • A prospective mixed-methods study involving 40 veterinary students naïve to intravenous catheter placement.
    • Random assignment to either video self-assessment or instructor-directed feedback groups.
    • Pre- and post-training questionnaires, post-training interviews, and blinded video-recorded skill performance evaluations.

    Main Results:

    • Both feedback groups showed significant improvement in post-study questionnaire scores.
    • Students receiving instructor-directed feedback demonstrated significantly superior skill performance compared to the self-assessment group (p < .05).
    • Self-reported confidence increased in both groups, but practical skill performance was higher with instructor feedback.

    Conclusions:

    • Instructor-directed feedback is more effective than video self-assessment for improving practical skills in veterinary students during intravenous catheter placement training.
    • While self-assessment and video feedback enhance confidence, direct instructor guidance leads to better skill mastery.
    • Veterinary simulation models and varied learning materials are positively perceived by students.