Assessing the Impact of Different Feedback Mechanisms on Suture Skills Acquisition: A Mixed Methods Study Using...

Even though suture skills are recognized as important for medical graduates, they are often underdeveloped due to reduced surgical exposure, limited feedback opportunities, and constraints on teaching resources. While various feedback strategies exist to support skill acquisition, comparative evidence on their effectiveness from the learner's perspective is limited.

To assess the impact of 3 feedback modalities: video review alone, video review with structured self-assessment, and video review with expert feedback, on the acquisition of basic suture skills among medical students, using both quantitative and qualitative methods.

Sixty-eight students were randomly assigned to 3 feedback groups (A: video only, B: video + structured self-assessment, and C: video + expert feedback). Each performed a basic suture task (Part A), received group-specific feedback, and repeated the task (Part B). Performances were video-recorded and rated by blinded assessors using a 15-item checklist and a global score. Additionally, thirteen participants from group C completed semi-structured interviews on their feedback experience.

The mean global score rose from 3.24 to 3.52 in Group A, 3.46 to 3.63 in Group B, and 3.51 to 3.76 in Group C. ANOVA showed no significant differences between groups (F(2,65) = 0.669, p = 0.516, ηp² = 0.020). Qualitative findings indicated that expert feedback, particularly when combined with video review, significantly enhanced motivation, confidence, and clarity. Group C participants described shifting from "fear of performing sutures" to "confidence," attributing this to the personalized, emotionally supportive feedback.

Although performance outcomes were similar across feedback types, expert feedback offered unique emotional and cognitive benefits. These findings support the integration of structured, learner-centered feedback in surgical training, combining scalability with pedagogical value.